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Artículos de revistas sobre el tema "Student retention"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Berger, Ruth. "Student Retention." Journal of Social Work Education 28, no. 1 (1992): 85–97. http://dx.doi.org/10.1080/10437797.1992.10778760.

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Taylor, Ian. "Student Retention Conference." MSOR Connections 4, no. 1 (2004): 35. http://dx.doi.org/10.11120/msor.2004.04010035.

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3

Martin, Malissa, and James Racchini. "Enhancing Student Retention." Athletic Therapy Today 10, no. 3 (2005): 48–50. http://dx.doi.org/10.1123/att.10.3.48.

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4

Henderson, James C. "Minority student retention." New Directions for Community Colleges 1991, no. 74 (1991): 47–55. http://dx.doi.org/10.1002/cc.36819917409.

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5

Jura, Florence, and Bukaliya Richard. "ASSESSING THE EFFECTIVENESS OF STUDENT RETENTION STRATEGIES AT ZIMBABWE OPEN UNIVERSITY." Sprin Journal of Arts, Humanities and Social Sciences 1, no. 1 (2022): 51–66. https://doi.org/10.5281/zenodo.5835239.

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The study aimed at assessing the effectiveness of the student retention strategies at the Zimbabwe Open University. It utilised the qualitative approach to collect and analyse data. The data was collected through interviews. The study sample comprised of sixteen participants, eight staff members and eight students. These were selected through purposive sampling since the study was qualitative. The findings show that ZOU had very lucrative strategies to manage student retention. Among them were management and leadership styles, peer teaching, mentoring and collaboration, orientation, and studen

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6

Lieberman, Nancy, and Suzanne A. Vaughn. "Student Services and Retention for Welfare Students." NASPA Journal 27, no. 4 (1990): 281–86. http://dx.doi.org/10.1080/00220973.1990.11072168.

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7

Brookman, David M. "MASLOW'S HIERARCHY AND STUDENT RETENTION." NACADA Journal 9, no. 1 (1989): 69–74. http://dx.doi.org/10.12930/0271-9517-9.1.69.

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Abraham Maslow's hierarchy of needs offers a perspective on the motivation of college students and provides a rationale for retention programming in institutions of higher learning. The interventions of student affairs staff and faculty members which address the safety needs of students and engage students' sense of purpose tend to reinforce persistence. The result is improved rates of retention. The possible role faculty might play in a “mentor program” is discussed as a model of cooperative endeavor between the teaching faculty and the student affairs staff.

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Yulianti, Talar, and Gozaly Jimmy. "Student retention in Indonesian private university." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 486–93. https://doi.org/10.11591/ijere.v9i3.20582.

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Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variable

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Dyk, Chad Van, and W. James Weese. "The Undeniable Role That Campus Recreation Programs Can Play in Increasing Indigenous Student Engagement and Retention." Recreational Sports Journal 43, no. 2 (2019): 126–36. http://dx.doi.org/10.1177/1558866119885191.

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Leaders at Canadian universities seek to attract and graduate more Indigenous students as part of their institutions’ strategic plans. Admissions and student retention data suggest that while progress is being made, a gap remains between Indigenous and non-Indigenous students and especially in the student retention area. Research has proven that student engagement plays a large role in facilitating academic progression and student retention in our institutions of higher learning. Throughout time, many students point to their experience as campus recreation program participants and/or leaders a

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Talar, Yulianti, and Jimmy Gozaly. "Student retention in Indonesian private university." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.

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Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that si

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11

Polinsky, Tracy L. "Understanding Student Retention through a Look at Student Goals, Intentions, and Behavior." Journal of College Student Retention: Research, Theory & Practice 4, no. 4 (2003): 361–76. http://dx.doi.org/10.2190/h9hv-5m07-rufd-na39.

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Historically, retention, persistence, and graduation rates have been used as indicators of a college's success. While these measures may shed light on what is happening among an institution's students, they are not always as meaningful as they appear. This community college believed that these performance indicators were not accurately reflecting the success of its students. As an offshoot of the college's Retention Committee, the Student Intention Survey was created and administered to the college's credit students as a means to identify student goals, accomplishment of these goals, and how t

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12

Kirby, Dale, and Dennis Sharpe. "Intention, Transition, Retention." International Journal of Information and Communication Technology Education 7, no. 1 (2011): 21–32. http://dx.doi.org/10.4018/jicte.2011010103.

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Studies of student transition to post-secondary education have not examined the transition experiences of students who complete on-line courses as part of their high school curriculum. To address this area of deficit in on-line learning research, in this paper, the authors discuss a multi-year study that examined high school on-line learners’ plans to participate in post-secondary education, their enrollment in post-secondary education, and their persistence in a post-secondary program. Data for these analyses were collected from student surveys as well as high school and university academic r

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13

Earl, Jennifer. "Belonging improves student retention." Science 369, no. 6501 (2020): 264.5–265. http://dx.doi.org/10.1126/science.369.6501.264-e.

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14

Dodd, John M., Florence M. Garcia, Cindy Meccage, and J. Ron Nelson. "American Indian Student Retention." NASPA Journal 33, no. 1 (1995): 72–78. http://dx.doi.org/10.1080/00220973.1995.11072397.

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15

Denton, J. Michael. "Queering College Student Retention." Journal of College Student Retention: Research, Theory & Practice 21, no. 4 (2020): 544–66. http://dx.doi.org/10.1177/1521025119895515.

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Retention literature and concepts warrant examination through the lens of queer theory, a poststructural body of thought about sexuality and gender, to understand their implications for queer students. Five themes found in the retention literature are addressed from a queer perspective: framing retention as an economic and labor problem; campus climate; the focus on programs, policies, and services; psychological traits; and positivistic approaches. Queering retention involves deconstructing retention binaries; problematizing the production of normative subjects through retention theory; focus

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16

Assiter, Alison, and Graham R. Gibbs. "student retention and motivation." European Political Science 6, no. 1 (2007): 79–93. http://dx.doi.org/10.1057/palgrave.eps.2210108.

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17

Isaac, Paul D. "Measuring graduate student retention." New Directions for Institutional Research 1993, no. 80 (1993): 13–25. http://dx.doi.org/10.1002/ir.37019938004.

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18

Chavez, Mauro, and Margarita Maestas-Flores. "Minority student retention: ENLACE." New Directions for Community Colleges 1991, no. 74 (1991): 63–67. http://dx.doi.org/10.1002/cc.36819917411.

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19

Erickson, Sheri L., and Mary F. Stone. "First Year Experience Course: Insights From The First Two Years." American Journal of Business Education (AJBE) 5, no. 2 (2012): 139–48. http://dx.doi.org/10.19030/ajbe.v5i2.6816.

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Retention rates of students in a business school Freshman Year Experience (FYE) course were compared to overall University retention rates for two successive years. Slightly higher retention was experienced by the business FYE students than for the University overall. Student responses to exit survey questions were compared to retention activity to assess any potential relationships. Contrary to existing theoretical models, no significant correlations existed between measures of academic skill building and retention, and between student connectedness and retention. Significant correlation did

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20

Furqon Aritonang, Ade Apsari, Binary Manurung, and Murshid Murshid. "The Relationship between Science Literacy Ability and Scientific Attitude with Biology Learning Outcomes through Scientific Approach and Student Retention Class XII MAN Tapanuli Selatan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 2 (2021): 718–29. http://dx.doi.org/10.33258/birle.v4i2.1835.

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This study aims to determine: The positive relationship between (1) scientific literacy skills and student learning outcomes (2) scientific attitudes and student learning outcomes (3) scientific literacy skills with student retention (4) scientific attitudes with student retention (5) scientific literacy skills and scientific attitudes with the learning outcomes of students' biology (6) scientific literacy abilities and scientific attitudes and retention of class XII students. This research was conducted at MAN Tapanuli Selatan in 2020. The research method is descriptive linear regression corr

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21

Tomkinson, Bland, Rosemary Warner, and Alasdair Renfrew. "Developing a Strategy for Student Retention." International Journal of Electrical Engineering & Education 39, no. 3 (2002): 210–18. http://dx.doi.org/10.7227/ijeee.39.3.4.

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Attracting and retaining high-calibre students in science and engineering is becoming more difficult. At the same time, we are urged by the UK Government to recruit from a wider pool. This has necessitated a review of how we go about recruiting and retaining our students. This paper sets out some of our underpinning ideas. Student retention needs can be focussed on a number of stages. First, school-level motivation, starting at secondary, and probably even primary school level. Second, recruitment of students of the appropriate calibre, motivation and experience. Third, student induction, incl

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Talar, Yulianti, and Jimmy Gozaly. "Challenges for increasing the sustainability of engineering faculties: a case study in Indonesian private university." Journal of Education and Learning (EduLearn) 19, no. 2 (2025): 942–53. http://dx.doi.org/10.11591/edulearn.v19i2.21674.

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In Indonesia, the percentage of students dropping out from private universities is always much higher than that of public universities, and the second-highest number of dropouts comes from the engineering field. This study aims to improve the sustainability of engineering faculty in Indonesian private universities by obtaining variables that affect engineering student retention and finding the pattern for each category of student retention. Data was gathered through a questionnaire from 297 engineering faculty students. The questionnaire consists of 34 independent variables using academic perf

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23

Hidayah, Hidayah, Siti Hadianti, and Devi Ayuni. "The Learner Support Programs: How Do They Work for Increasing Students’ Retention?" JURNAL PENA EDUKASI 11, no. 2 (2024): 179. http://dx.doi.org/10.54314/jpe.v11i2.2329.

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Abstract: Universitas Terbuka (UT) in Indonesia is a pioneer in distance learning that offers comprehensive learning support programs to improve student retention. Assignment workshops and exam clinics provide valuable guidance and support to help students overcome academic challenges and achieve their educational goals. Continued investment in these support services is essential for promoting student retention and fostering a positive learning environment. This paper discusses how learner support programs implemented by Universitas Terbuka enhance student retention. These programs include dis

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24

Vander Schee, Brian A. "College Student Retention: Formula for Student Success." Journal of College Student Development 48, no. 3 (2007): 360–62. http://dx.doi.org/10.1353/csd.2007.0030.

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25

Nagda, Biren A., Sandra R. Gregerman, John Jonides, William von Hippel, and Jennifer S. Lerner. "Undergraduate Student-Faculty Research Partnerships Affect Studen Retention." Review of Higher Education 22, no. 1 (1998): 55–72. http://dx.doi.org/10.1353/rhe.1998.0016.

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26

Harrison, Scott, Renato Villano, Grace Lynch, and George Chen. "Microeconometric Approaches in Exploring the Relationships Between Early Alert Systems and Student Retention: A Case Study of a Regionally Based University in Australia." Journal of Learning Analytics 8, no. 3 (2021): 170–86. http://dx.doi.org/10.18608/jla.2021.7087.

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Early alert systems (EAS) are an important technological tool to help manage and improve student retention. Data spanning 16,091 students over 156 weeks was collected from a regionally based university in Australia to explore various microeconometric approaches that establish links between EAS and student retention outcomes. Controlling for numerous confounding variables, significant relationships between the EAS and student retention were identified. Capturing dynamic relationships between the explanatory variables and the hazard of discontinuing provides new insight into understanding studen

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27

Ikhwanul Hakim, Suwignnyo Widagdo, and Yuniorita Indah Handayani. "Assess and Measure Retentions Rates Through Satisfaction." Wiga : Jurnal Penelitian Ilmu Ekonomi 11, no. 2 (2021): 155–69. https://doi.org/10.30741/wiga.v11i2.646.

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The success of a college depends on how much retention is formed and student satisfaction is an important factor in achieving that retention. The purpose of this study was to examine the effect of institutional image, service quality, price perception, on student retention through student satisfaction. A total of 100 STIE Widya Gama Lumajang students participated as respondents in this study. Structural Equation Model based on SmartPls 3.0 is used to test the proposed hypothesis. The results showed that there was no direct effect of institutional image and price perception on student retention

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28

Arifin, Syamsul, Punadji Setyosari, Cholis Sa’dijah, and Dedi Kuswandi. "The effect of problem based learning by cognitive style on critical thinking skills and student retention." Journal of Technology and Science Education 10, no. 2 (2020): 271. http://dx.doi.org/10.3926/jotse.790.

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The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model

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29

Weller, Martin, Jitse Van Ameijde, and Simon Cross. "Learning Design for Student Retention." Journal of Perspectives in Applied Academic Practice 6, no. 2 (2018): 41–50. http://dx.doi.org/10.14297/jpaap.v6i2.318.

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Student retention is an issue of increasing interest to higher education institutions, educators and students. Much of the work in this area focuses on identifying and improving interventions that occur during the presentation of a course. This paper suggests that these represent only one set of factors that can influence student withdrawal, and equally important are design based factors that can aid retention throughout the course. The main research question addressed by the paper is what design-related factors impact on student retention. An analysis of student withdrawal at the UK Open Univ

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Poison, Cheryl J. "Programming for Successful Retention of Graduate Students." NACADA Journal 19, no. 2 (1999): 28–33. http://dx.doi.org/10.12930/0271-9517-19.2.28.

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Graduate students represent nearly one out of every four students attending universities or comprehensive institutions. It is an extremely heterogeneous group and provides unique challenges to higher education. This article summarizes current programming efforts to enhance graduate student experiences. Included is a focus on programs for the entering student as well as programs that support student persistence. Ideas for programming that facilitate a successful entry into careers have also been included. These programming efforts can facilitate graduate student retention through degree complet

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Chrysikos, Alexandros, Ejaz Ahmed, and Rupert Ward. "Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution." International Journal of Comparative Education and Development 19, no. 2/3 (2017): 97–121. http://dx.doi.org/10.1108/ijced-10-2016-0019.

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Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed usi

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Coleman, Raphael D., Jason K. Wallace, and Darris R. Means. "Questioning a Single Narrative: Multiple Identities Shaping Black Queer and Transgender Student Retention." Journal of College Student Retention: Research, Theory & Practice 21, no. 4 (2020): 455–75. http://dx.doi.org/10.1177/1521025119895516.

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Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their gender, racial, and sexual identities. Using the queer of color critique conceptual framework and an anti-Black racism lens, the authors present a systematic literature review to illuminate opportunities for scholars to (a) disrupt singular narratives that

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Tegowati, Tegowati, Dian Palupi, and Yesa Cahayaning Ramadhani. "Analysis of Educational Quality Based on Quality, ServQual and Retention of Students." Journal of Economics and Management Sciences 3, no. 2 (2020): p11. http://dx.doi.org/10.30560/jems.v3n2p11.

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This study analyzed the influence of ServQual (service quality) on satisfaction and student retention. The sample used was 175 STIESIA Surabaya students using non probability sampling called, accidental sampling. Data analysis used Structural Equation Modeling (SEM) with AMOS 21 software. Based on the discussion of the hypotheses proposed in this study, the conclusions are as follows: 1). There is a positive influence between ServQual on satisfaction. This is based on the results of the parameter coefficient output. It is known that the relationship of the ServQual construct to satisfaction is

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Karp, Rashelle, and Rose Logue. "Retention Initiative for Unscheduled Sophomores and Unscheduled Readmits." Journal of College Student Retention: Research, Theory & Practice 4, no. 2 (2002): 147–72. http://dx.doi.org/10.2190/04v4-1jgw-v0ux-52v6.

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The retention initiative described in the study was performed at a comprehensive public university in northwestern Pennsylvania that offers associate, baccalaureate, and master's degrees, and enrolls approximately 6,000 students. In an attempt to increase student retention, phone calls were made to: 1) non-returning sophomores, and 2) students who had applied for readmission to the University after a hiatus. The purpose of the phone calls was to facilitate the students' registration for classes, and thus, their return to campus. This strategy proved effective as a retention device and it provi

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Redding, Christopher. "Is Teacher–Student and Student–Principal Racial/Ethnic Matching Related to Elementary School Grade Retention?" AERA Open 8 (January 2022): 233285842110675. http://dx.doi.org/10.1177/23328584211067534.

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This study uses data from the Early Childhood Longitudinal Study, 2010–2011 to better understand the rates of grade retention during elementary school and the factors associated with this grade retention. Using matched student–teacher and student–principal data, I examine the student-, teacher-, and school-level factors associated with a student’s probability of being retained. I then apply within-student comparisons to examine the extent to which students with a teacher or principal of the same race/ethnicity had a lower probability of being retained. No evidence of a relationship is found be

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Yu, Hongwei. "Factors Associated With Student Academic Achievement at Community Colleges." Journal of College Student Retention: Research, Theory & Practice 19, no. 2 (2015): 224–39. http://dx.doi.org/10.1177/1521025115612484.

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Student retention has garnered increased attentions in higher education. Drawing from various theoretical perspectives, researchers have developed multiple theoretical models to explain or predict student retention. Most models, however, were intended for traditional aged, full-time students at 4-year colleges or universities. The rapid growth of student enrollment at 2-year community colleges calls for further studies concerning student retention at these institutions. Built upon prior studies, I developed a conceptual framework to understand student credential completion at 2-year community

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Tran, Quang Hai, and Thanh Minh Nguyen. "Students' retention on online learning: Establishing a predictive model at a private university in Vietnam." International Journal of TESOL & Education 2, no. 4 (2022): 149–72. http://dx.doi.org/10.54855/ijte.22249.

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Low levels of student retention have become one of the most significant issues that online learning has brought about. Through the literature review, most studies have pointed out some factors contributing to student retention in online learning environments; however, few have focused on establishing a model that minimizes student dropout rates. Hence, this paper aims to formulate a predictive model to tackle this issue. Through the quantitative survey design and the PSL-SEM approach in data analysis, the research involved 100 students. After analyzing the data, it is suggested that some facto

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Moodley, Kimera, Mari van Wyk, Donald Tive, Izak van Zyl, and Johannes Cronje. "Student Retention in Fully Online Programmes at Two South African Universities." International Journal of Information and Education Technology 13, no. 9 (2023): 1372–82. http://dx.doi.org/10.18178/ijiet.2023.13.9.1940.

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Literature indicates that low retention rates are evident in online modules and programmes. However, a much higher student retention rate than anticipated was observed in two fully online programmes at two South African universities. To explore this retention phenomena, a non-experimental quantitative study was done. The study uses descriptive statistics to identify trends and patterns in student retention and applies non-parametric statistics to test the significance of the observed patterns. Typically, students in a fully online carousel model programme drop out after the first module, speci

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Saranay, I. Doyaoen, Darrel D. Cabote Glen, G. Viernes Limer, and S. Martinez Engelie. "Analysis of Education Student Retention Rates: Basis for Policy Formation." International Journal of Social Science and Education Research Studies 04, no. 12 (2024): 1322–28. https://doi.org/10.5281/zenodo.14531399.

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Abstract : The study addresses the varying retention rates among education students, influenced by multiple factors with the goal of informing policy formulation to enhance student retention at an institutional level. Employing a quantitative archival method, the research analyzes enrollment data and academic records to identify retention trends and conducted interviews with advisers, instructors, and classmates to validate the reasons for the delayed and attrition. It is revealed that academic difficulties, such as failing grades and incomplete grades, are major contributors to student attrit

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Seery, Katy, Albert Barreda, Stephanie Hein, and Jokima Hiller. "Retention strategies for online students: A systematic literature review." Journal of Global Education and Research 5, no. 1 (2021): 72–84. http://dx.doi.org/10.5038/2577-509x.5.1.1105.

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The purpose of this paper is to examine online retention research in higher education over a 5-year span (January 2015–March 2019) to further advance research in higher education retention. Through an academic database search, 18 articles were collected from EBSCOhost, Google Scholar, and Research Gate using combinations of the keywords online, retention strategies, and higher education. All articles were analyzed for proposed retention strategies. Retention is a global topic. As such, this study demonstrates the importance of retention and clarifies issues or challenges students encounter, wh

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Krieb, Dennis. "Assessing the Impact of Reference Assistance and Library Instruction on Retention and Grades Using Student Tracking Technology." Evidence Based Library and Information Practice 13, no. 2 (2018): 2–12. http://dx.doi.org/10.18438/eblip29402.

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Abstract  Objective – To assess the impact of community college academic librarians upon student retention and grades through reference desk visits and attendance in library instruction classes.   Methods – Student ID data used for this research was collected from students that visited the reference desk to consult about a course-related question or attended a library instruction class for a specific course. After consenting to share their student ID number, the students’ IDs were scanned and uploaded to a Blackboard Analytics data warehouse. A Pyramid Analytics reporti

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Pinchbeck, Jessica, and Caroline Heaney. "Case Report: The Impact of Online Forum Use on Student Retention in a Level 1 Distance Learning Module." ATHENS JOURNAL OF EDUCATION 9, no. 1 (2021): 103–18. http://dx.doi.org/10.30958/aje.9-1-7.

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The importance of making online and distance education successful has been dramatically prioritized due to the COVID-19 pandemic. Student retention is a key performance indicator in online higher education. Evidence suggests that within online distance education the key to retaining students is to encourage an engaging and supportive online community. Online asynchronous forums are one method that has been employed to promote such engagement. This study investigated the relationship between online forum activity and student retention amongst 21 tutor groups on an Open University Level 1 module

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Hoare, Tony, and Jon Lightfoot. "Student funding, student retention and student experiences: perspectives from Bristol." Widening Participation and Lifelong Learning 17, no. 3 (2015): 110–25. http://dx.doi.org/10.5456/wpll.17.3.110.

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Cotton, Debby RE, Tricia Nash, and Pauline Kneale. "Supporting the retention of non-traditional students in Higher Education using a resilience framework." European Educational Research Journal 16, no. 1 (2017): 62–79. http://dx.doi.org/10.1177/1474904116652629.

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Student drop-out in higher education is an increasingly important issue across Europe, but there are substantial disparities between countries and institutions which suggest that variations in policies and practices may influence student retention and success. Numerous schemes have been devised to increase student retention, frequently focusing on non-traditional groups. Retention efforts include scholarships and bursaries, enhanced monitoring and support measures, and specialist teams of staff or peer mentors. Theoretical understanding of the withdrawal of non-traditional students typically d

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Person, Dawn R., and Monica Coen Christensen. "Understanding Black Student Culture and Black Student Retention." Journal of Student Affairs Research and Practice 34, no. 1 (1996): 47–56. http://dx.doi.org/10.2202/1949-6605.1008.

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Swail, Watson Scott. "College Student Retention: Formula for Student Success (review)." Review of Higher Education 29, no. 3 (2006): 419–21. http://dx.doi.org/10.1353/rhe.2006.0017.

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Swail, Watson Scott. "A Different Viewpoint on Student Retention." Higher Learning Research Communications 4, no. 2 (2014): 18. http://dx.doi.org/10.18870/hlrc.v4i2.210.

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<p>Although student retention, persistence, and graduation is a high priority for institutions and policymakers, graduation rates are not improving. Nowadays, more students from first-generation and low-income backgrounds have access to traditional higher education. However, an educational system that fails to prepare many students for higher education and the growing costs of attending college are making it more and more difficult for many students to persist and graduate. Ultimately, we might need to decide, on a policy basis, who we want to go to college, who we want to succeed, and w

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Kim, Sun-Young. "Factors Affecting Student Athlete Retention." Korean Society of Culture and Convergence 43, no. 3 (2021): 1045–66. http://dx.doi.org/10.33645/cnc.2021.03.43.3.1045.

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Shelton, Elisabeth N. "Faculty Support and Student Retention." Journal of Nursing Education 42, no. 2 (2003): 68–76. http://dx.doi.org/10.3928/0148-4834-20030201-07.

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Saucier, Bonnie L. "Professional Nursing Student Retention Program." Journal of Nursing Education 34, no. 4 (1995): 183–85. http://dx.doi.org/10.3928/0148-4834-19950401-11.

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