Thèses : « College dropouts – Kenya – Prevention »

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Swift, Jennifer K. « To stay or not to stay : predicting student retention in higher education ». Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28799.

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Muhuro, Patricia. « Implementation of student retention programmes by two South African universities : towards a comprehensive student retention model ». Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016085.

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Using Tinto‟s (1993) interactionalist theory of student retention and Beatty Guenter‟s (1994) students retention strategy as guiding lenses, this study investigated the implementation of five student retention programmes in two universities in South Africa. Specifically the study sought to interrogate a) the mechanisms used to select students and peer facilitators who participate in each of the programmes, b) the delivery strategies that are in place and c) the programme monitoring and/or evaluation mechanisms in place to ensure that programme goals are achieved. The study adopted a concurrent mixed design embedded in the post positivist paradigm. The study revealed minimal student participation in all programmes, including those that were compulsory, owing to inconsistent enforcement of policies, stigmatisation, and poor perceptions about these programmes. In addition, the study found challenges in selection, support and monitoring of peer facilitators in almost all the programmes. This was linked to limited qualified staff, high dependence on borrowed delivery models and poor co-ordination among stakeholders. The study through a proposed Comprehensive Model for Student Retention, suggested collaborated and intensive and ongoing training of all facilitators in functional literacies, basic counselling and handling diversity, as well as co-ordinated selection and monitoring of the five programmes.

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Woodley, Michael. « A Study on Retention : Positive Steps for a Small Liberal Arts College ». Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26543.

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Retention is a concern for colleges and universities nationwide. The focus of this study is what a small private liberal arts college does well in terms of retaining students by examining the students who left the college for a minimum of one semester and then returned to finish their degree. A survey instrument was used to examine the positive impact the faculty, academic advising, academic program, student services, technology, and the living environment had on the return of reactivated students to Jamestown College (JC). The survey instrument was also used to find out the reasons students attended JC initially, why they left, why they came back, what they like the most, and what they like the least about JC. The faculty and staff of JC had the most positive impact on reactivated students returning to JC. Other factors that positively impacted the students included academic advising and programs of study.

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Ihekwaba, Remigus Herbert. « A comparative analysis of African American male and female students' perception of factors related to their persistence at a Texas community college ». Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035954.

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Sahoo, Chintamani. « Student retention and expert system design for effective intervention in four-year colleges ». Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185900.

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The Problem of educational attainment and student retention have received increasing attention by social researchers for many years. The focus of analysis has shifted from describing status mobility to the causal sequence of status transmission and attainment. The present study examines the process of formal educational attainment through student retention in American four-year colleges by applying objective and subjective variables in a sequence of causal relationships. The results of the study show student retention in higher education may depend on institutional resources such as, parent and sibling's educational attainments in addition to strong individual commitment to educational goals and positive feelings about the institution that the student attends. Though the sample in the study are relatively disadvantaged in academic ability, the findings suggest that high schools and colleges as primary socializing agents provide powerful influences in developing educational aspirations and commitments that help in the process of educational attainment among young adults. Taking relevant factors of retention, the knowledge-base is created for the design of expert system. User interface is developed with the help of object-oriented language to access the knowledge-base. The expert system will provide useful services to the users in terms of prescribing, monitoring and evaluating individualized intervention program(s) for the high risk students. This service will facilitate the process of educational attainment among the high risk students and perhaps, will help retain them in the given institution.

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Akins, Cassie L. « Experiences and motivational factors that influenced Ball State University students to stay enrolled ». Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318607.

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Though much research is available on student persistence and attrition, few studies asked students to describe their experiences and motivational factors that influenced them to stay enrolled. This study at Ball State University helped researchers to understand these factors so that they could better work with matriculating freshmen and reduce freshmen drop-out. Qualitative research methodology resulted in data being gathered via personal interviews with students who were identified as matriculating freshmen living in the university residence halls during fall and spring of the 2004-2005 academic year. A semi-structured interview guide was created and modified. Data were collected in March, April, and May of 2005. The researcher analyzed the data by identifying thematic connections among the data according to guidelines presented by Seidman (1998).The researcher concluded that the goal of a powerful job and the recognition by parents and families motivated students to attend college and graduate. Students believed their motivations were internal, but based on their responses, the motivations were external to them. A better career and parental recognition were forms of external motivations. The factors at Ball State University that encouraged students to stay enrolled varied from individual involvement to characteristics of the institution. Programs like Orientation and Freshman Connections did not seem to have much of an impact on students' adjustment.
Department of Educational Leadership

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Al-Dossary, Saeed. « A study of the factors affecting student retention at King Saud University, Saudi Arabia : structural equation modelling and qualitative methods ». Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/691.

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The purpose of the study was to identify factors affecting student retention at King Saud University in Saudi Arabia. It has been estimated that 35% of university students leave higher education before completing their studies (Al-Saud, 2006). This study was guided by Tinto’s (1975) Student Integration Theory. Berger and Braxton (1998, p. 104) have stated that Tinto’s integration model ‘has been the focus of much empirical research and has near-paradigmatic status in the study of the college student departure.’ This theory is longitudinal and dynamic and views student retention decisions largely as the results of interactions between the student and the academic and social systems of the institution (Tinto, 1975, 1993). This study used a mixed methods approach. Using the terminology of Creswell (2003), the appropriate description of the overall design of this study is a mixed methods concurrent triangulation strategy. This means that ‘qualitative and quantitative data are collected and analyzed at the same time. Priority is usually equal and given to both forms of data. Data analysis is usually separate, and integration usually occurs at the data interpretation stage’ (Hanson et al., 2005, p. 229). This strategy was selected because it allows the findings to be confirmed, cross-validated, and corroborated within a single study (Creswell, 2003). This strategy consisted of two phases. The first phase was the quantitative approach. Quantitative data were collected from 414 freshman students using two questionnaires administered on two occasions and from the university admission office. The quantitative data were analysed using a structural equation modelling (SEM) technique using the AMOS software package. The results of the SEM indicated that Tinto’s model were not useful in predicting the Saudi freshman student retention process. The variables in the model explained only 30 percent of the variance in student retention. The results of the SEM indicated that four of the nine hypotheses proposed in Tinto’s model were supported by statistically significant results. Moreover, only three variables had direct effects on retention. The largest direct effect on retention was accounted for by initial goal and institutional commitment (0.49), followed by later goal and institutional commitment and pre-college schooling as measured by high school scores (0.10). The second phase of this study utilised a qualitative approach. Qualitative data were obtained from three sources: non-persister students, persister students, and staff members. Seventeen non-persister students were interviewed over the phone; 15 persister students were interviewed using a focus group technique; while staff members were asked to complete a survey. Of the 200 surveys distributed, 37 were returned including responses from 16 lecturers, 12 administrators, 5 librarians and 4 academic advisors. A comparison was made between those students who persisted and those who dropped out using constructs from Tinto’s theory. In relation to students’ levels of goal and institutional commitment, it was found that persister students appeared to be more motivated and to have higher levels of goal commitment than non-persister students. Similarly, persister students appeared to have higher levels of institutional commitment than non-persister students, in part it is suggested, due to the fact that the majority of persister students had been able to select their desired majors whereas the majority of non-persister students had not. In relation to the students’ levels of academic integration, there was no significant difference between both groups of students. Persister and non-persister students both exhibited low levels of academic integration into the university system. In addition, there was no significant difference between both groups of students in terms of social integration. Both groups of students indicated low levels of social integration into the university system. In addition, the participants (persister students, non-persister students, and staff members) were all asked to indicate what they perceived to be the major factors affecting student retention at King Saud University. The findings from the qualitative data not only help to explain and confirm the quantitative findings but also identify why Saudi freshman students leave the university before completing their studies. The most important factors were: difficulties of selecting majors, difficulties of transferring between subjects, lack of academic advice and irregularity of monthly reward.

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Cole, Diane Lyn. « Staying Within the Margins : The Educational Stories of First-Generation, Low-Income College Students ». PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/3492.

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his research addressed educational persistence among first-generation, low-income college students. The educational paths of 22 first-generation, low-income undergraduate students attending a large, urban university in the Northwest region of the United States were examined through a narrative framework. Half of the participants had persisted from year one to year two, and the other half left the university after their first year. Analytic procedures consisted of thematic qualitative coding, an analysis of student trajectories over educational histories, and the reconstruction of narrative stories. Data were used to examine: (1) How first-generation, low-income students understood and described their journey through their first year, (2) Reasons some students gave for leaving the university, (3) Meanings students gave to their experiences in college and how those meanings influenced future decisions, and (4) Differences between the stories of students who persisted versus those who left. The first-generation, low-income students who participated in this study were individually diverse and took various paths through college. After prolonged contact, evidence of interrupted enrollment and transfer among colleges was shown for approximately half of the participants. The descriptive codes most frequently discussed were financial issues, aspects of self, and family. Students described motivations for college in terms of themes related to family, gaining practical skills, existential discovery, desire for the college adventure, and affirmation of personal attributes. Students left the institution as a result of academic challenges, external life events, financial difficulties, dissatisfaction with the college process, unclear goals or reasons for continuation, and a need to stay near family. Students who persisted in college indicated adequate pre-college academic preparation, social connection to the university, family support for continuation, adequate financial resources, and support from social and cultural brokers that helped them navigate college. Findings from this study suggest social class, financial, individual and family contextual variables be added to Tinto's (1975, 1993) classic model of student departure. Higher education policies suggested by data include partnering with families, reducing social class barriers and providing better information to students about the hidden costs of transfer and interrupted enrollment.

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Black, Jodie Lynn Gallais, et University of Lethbridge Faculty of Education. « Retention in a small liberal arts institution : the commuter student experience ». Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2468.

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Research indicates that students who reside on campus are more likely than commuter students to persist in their studies until graduation. The purpose of this study is to explore factors that may influence retention for commuter students. Data were collected from 20 commuter students at a primarily undergraduate four-year institution, in three stages: administration of a brief questionnaire, individual in-depth interviews, and a focus group. The qualitative data gained was coded and analyzed, and a grounded theory entitled “the commuter student experience” was developed. The theory contains three main categories, various subcategories, and a mediating variable. The results and findings of this study provide validation for existing areas of research on commuter students; however, they also suggest areas for further exploration.
ix, 107 leaves ; 29 cm

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Darabi, Rachelle L. « Basic writers and learning communities ». Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285086.

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King, Tara M. « Admitted student programs, freshmen matriculation, and persistence at Ball State University ». Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221289.

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This study attempted to determine if participants in admitted student programs at Ball State University matriculated and persisted at a greater rate and had more academic success than students who did not participate in admitted student programs.Students who participated in one or more admitted student programs matriculated at a greater rate (73.3%) than those who attended on-campus admissions programs (59.0%) and those who did not attend an admitted student program or an on-campus admissions program (42.7%). Matriculates who attended an admitted student program persisted into the second semester of study at a greater rate (93.9%) than those who attended no programs (77.5%), and had a higher mean grade point average in the fall semester (2.85/4.00) than those who attended no programs (2.58/4.00).
Department of Educational Leadership

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Johnson, James E. « Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables ». CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560838.

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A sample of 674 first-year student-athletes at Ball State University were examined for five consecutive years (2004-2008) to determine what combination of demographic, academic, and athletic variables best predicted first-year GPA and retention into the second year of college. The dependent variables of first-year GPA and retention were chosen because they are two primary components used to calculate the Academic Progress Rate, a semester by semester evaluation of team academic performance used by the NCAA (Christianson, 2004). Results revealed college student-athletes had a higher first-year GPA if they were female (r = .36), Caucasian (r = .36), attended college relatively close to their hometown (r = .09), scored well on standardized tests (r = .49), had a respectable high school GPA (r = .65), were ranked high in their graduating high school class (r = -.58), had a large high school graduating class (r = .15), declared a major upon entering college (r = -.11), were not a member of a revenue sport (r = .37), and earned a considerable amount of playing time (r = .15). Building on the relative strengths of those relationships, first-year GPA can be predicted by knowing gender (B = .16), race (B = -.26), standardized test scores (B = .03), high school GPA (B = .41), high school rank (B < -.01), and high school size (B < .01). The retention of student-athletes into their second year of college produced a slightly different set of relationships. Student-athletes were more likely to be retained if they were Caucasian (r = .16), attended college close to their hometown (r = .09), scored well on standardized tests (r = -.11), had a respectable high school GPA (r = -.14), were ranked high in their graduating high school class (r = .12), were not a member of a revenue sport (r = -.09), and earned a considerable amount of playing time (r = -.17). Predicting retention is possible with information about race (B = 1.09), distance from hometown (B = .4), type of sport (B = .82), and amount of playing time (B = -.70).
Department of Educational Leadership

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Strumpher, Corrina Sonia. « Students’ perceptions of factors that contribute to drop-outs at a selected FET College in the Western Cape ». Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2821.

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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018.
This study investigates students’ perception of factors that contributed to dropouts at a selected FET college. Despite receiving government funding, drop-out continues to increase. An understanding of perceived factors influencing drop-out rate would help to develop and deploy retention strategy for FET college students. Previous studies on drop-out shows that students that have dropped out are more likely to be unemployed and living in poverty compared to those students that have successfully completed their programmes. In 2006 the Minister of Labour declared that FET Colleges in South Africa have a major role to play in assisting youth in gaining skills and thereby halving poverty and the unemployment rate by the year 2014. This declaration highlights the importance of FET colleges and amplifies the need for a strategy to maximise students’ retention and minimise drop-out rate. This study utilise a random sampling method to select respondents. Data were collected using a questionnaire with a quantitative approach and designed in a Likert scale format. The study was limited to students at West Coast FET College’s campuses namely: Atlantis, Vredenburg, Malmesbury and Citrusdal. One hundred and fifty students were used as respondents and data were gathered from the questionnaires. The findings derived from the data revealed that multiple factors are perceived to be the cause of high student dropout. These factors are lack of finances for transport and accommodation especially for the first years and social context of individual learners. The study concludes that although finance and social context of individual learner are perceived drop-out factors, other personal attributes like learners’ attitude to learning and commitment also plays a role in students drop-out and drop-out intention.

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Coppola, William Edward. « The Relationship of Community College Student Demographic and Pre-Enrollment Background Variables with Persistence and Retention ». Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277851/.

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Student retention is one of the most important issues facing higher education. The demand for accountability of higher education has pushed the issue of student retention to the forefront of its agenda. Increasingly, state legislatures are tying funding to institutional effectiveness, using graduation rates as measures of academic quality. Though there is an abundance of literature of studies conducted at the four year institution, few studies have examined the community college student. This study attempted to identify 4 specific pre-enrollment variables, (1) parent's education, (2) high school senior grade point average, (3) educational goals and (4) racial origin, as predictors of persistence and retention. The sample included 312 entering freshmen at North Lake College in Irving, Texas who were administered the College Student Inventory (CSI) in the fall semesters of 1995 and 1996. The 1995 cohort consisted of 201 entries, 103 (51.2%) female and 98 (48.8) male. The 1996 cohort consisted of 111 entries, 65 (58.5%) female and 46 (41.5%) male. A data base was constructed by extracting selected data elements from the completed inventory. Each student was tracked for one year following the semester they completed the survey. The Pearson Chi-Square Test of Independence with .05 level of significance as the criterion level of rejection was performed to identify significant variables tied to student persistence. The research found that 3 factors, high school senior GPA, parent's education level and family origin were significant predictors of attrition at the .05 level. These factors represent information that is typically available from the student's prior to entry into the college. All too often an at-risk student is identified once he/she is placed on academic probation prompting the student to leave the college. Institutions need to implement an early warning system to identify students who are at-risk before the problem becomes intractable. The institution can then implement strategies and programs that would foster efforts to increase student engagement and retention. This study has demonstrated that there are important pre-enrollment data available to institutions that can assist potential non-persisters by identifying them early in their educational tenure.

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Bell, Carolyn Lois. « The relationship between college student persistence to graduation and expected family contribution at Ball State University ». Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1230611.

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The purpose of this study was to examine the relationship between Expected Family Contribution as determined by the Free Application for Federal Student Aid process and college student persistence to graduation at Ball State University.The population for this study was defined as 3,772 Ball State University full-time students who matriculated in the fall of 1995. The sample equaled the population. In response to the research question, the sample was divided into five subgroups (Full-Pell, Partial-Pell, No Pell-Need, No Pell-No Need, and No-FAFSA).It was determined that students at Ball State University with greater financial need (Full-Pell and Partial-Pell) persist and graduate at smaller rates than students in the other financial subgroups. In addition, students with high financial need are more likely to academically disqualify than other students. Statistically significant differences existed between the average rates for graduation and academic disqualification, and the graduation and academic disqualification rates for the Full-Pell and Partial-Pell groups. Institutions may need to determine if they are meeting the financial and academic needs of students from low-income families.
Department of Educational Leadership

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Tebbe, Carmen M. « The Effectiveness of a Learning Strategies Course on College Student-Athletes' and Non-Athletes' Adjustment, Academic Performance, and Retention after the First Two Years of College ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5117/.

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This study replicated and extended previous research I had performed that suggested that a student success course is an effective intervention to assist student-athletes in the adjustment to college. Participants in the current study included 4 groups of students, including (1) non-athletes and (2) student-athletes who were mandated and enrolled in the student success course, and (3) non-athletes and (4) student-athletes who were not mandated and did not enroll in the student success course. Overall, results from the current study suggested that the student success course was effective in helping non-athletes and student-athletes learn key cognitive strategies that are necessary for college success. In addition, results indicated that after taking the student success course, academically at-risk students earned equivalent grades, percentage of hours passed, and retention rates compared to their peers who were not classified as being academically underprepared. Finally, adjustment patterns of all groups were examined, with particular emphasis on the decrease in adjustment over the course of the semester that was demonstrated by the student-athletes. Intervention implications and future research directions are discussed, specifically in terms of how to address the unique needs of college freshmen student-athletes.

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Walts, Rebecca Ann. « Non-Academic Institutional Variables Related to Degree Completion of Non-Traditional Age Undergraduate Students ». Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279269/.

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A study was conducted at The University of Texas at Arlington to obtain measurements of non-traditional age undergraduate students using the Mattering Scales for Adult Students in Higher Education (MHE). The MHE is designed to assess the perceptions of adult students on how much they matter to the institution they are attending. The study also sought to determine if "mattering" and other selected nonacademic variables associated with the university environment are perceived by nontraditional age students to effect their likelihood of completing their baccalaureate degree. Of the five subscales surveyed by the MHE, significant statistical differences were found to exist in the Administration, Interaction With Peers, Multiple Roles, and Faculty subscales denoting an interaction between gender and minority status. Significant statistical differences were also found by gender on the Advising subscale and by minority status on the Faculty subscale.

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Hollands, Aisha La'Chae. « Fostering Hope and Closing the Academic Gap : An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution ». PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/236.

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Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive learning communities to not only recruit, but to retain this population.Learning communities have become welcoming places in the academy, and are designed to help students succeed in college by providing a formative, integrated academic experience that builds strength, perspective, and commitment. Employing Vincent Tinto`s (1975) student integration theory as a conceptual framework, this qualitative case study examined the relationship between student participation in a learning community, college persistence, and college retention. This research addressed the experiences of eight students of color who participated in the Louis Stokes Alliance Minority Participation (LSAMP) learning community program. Participant experiences were gathered through the administration of demographic questionnaires, in-depth interviews, a focus group, and a non-participant observation. The findings of this research study revealed that college persistence and retention is a function of four strategies, all of which are incorporated into the Louis Stokes Alliance Minority Participation Program: (a) Social Integration; strengthened connections amongst students of color and between students, faculty and staff (b) Academic preparedness; making sure students of color have the resources and skills needed in order to be academically successful (c) Group identity; helping students overcome feelings of isolation that are common on large college campuses (d) Providing both an academic and social atmosphere where students can succeed. The implications of this study assert that learning communities have a profound impact on positive student outcomes for both African-American and Latino students who attend predominately white institutions.

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Phillips, Rosalyn May. « The impact of peer mentoring in UK higher education ». Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2290.

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The present thesis is an investigation into the impact and role of formal peer mentoring programmes as retention and enrichment strategies within UK Higher Education. Reviews of the literature highlighted several limitations within the empirical evidence for benefits of mentoring schemes. This thesis systematically evaluated the availability and impact of peer mentoring schemes within UK Higher Education. Firstly, a new measure of wellbeing was constructed and validated in student samples. A UK wide survey of 94 Universities supported the notion of increasing popularity of formal peer mentoring schemes and demonstrated the perceived benefits of peer mentoring as a retention strategy. Employing a theoretically driven longitudinal methodology a controlled comparison between first year students’ attending a UK university with a peer mentoring scheme versus a university without a peer mentoring scheme further substantiated the benefits of peer mentoring. Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave. The relationship between peer mentoring and intention to leave was mediated by integration in university as proposed by Jacobi (1991). In support of the ‘buffering’ hypothesis existence of peer mentors moderated the relationship between predicted changes in social support, affect and self esteem during the transition to university. Within the fourth research study of first year students at a Scottish university; attitudes towards the introduction of a peer mentoring scheme within a university without such a scheme was investigated. Results indicated a positive perception of mentoring, with no student stating that they would not seek advice from a peer mentor if one was available. Although individuals who were experiencing greater levels of stress and homesickness were more likely to indicate they would use a peer mentor demographic variables did not differentiate between individuals who wanted peer mentors and those who felt less need. The most important attributes of a peer mentor for this sample of 158 first year students were commitment to the scheme and listening skills. Finally the impact of formal peer mentoring schemes within Higher Education was assessed from the perspective of the mentor, employing a qualitative (focus group) methodology at a university with an established peer mentoring scheme. Multiple benefits were indicated including personal, emotional, and academic advantages of becoming a mentor. All of the mentors within this study highlighted numerous motives for becoming a mentor although most important was their own previous experience (negative and positive) of the peer mentoring scheme. The results of each study are discussed in line with previous literature, limitations of the research and suggestions for future research. This thesis concludes that formal peer mentoring schemes can have a positive impact on the mentees, mentors and institutions involved and specifies nine recommendations for policy and practice.

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McFall, Kara Lynn. « State Need-Based Aid and Four-Year College Student Retention| A Statewide Study ». Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594436.

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Every college age student should have the opportunity to attend college and earn a degree, but the fiscal realities for lower income students prevent the majority from attending and the vast majority from completing college, thus perpetuating an intergenerational trend of limited postsecondary education and a likelihood of marginal income and status. Past research studies have shown that, among lower income students, those who receive higher levels of grant funding to offset college expenses are more likely to persist toward completing their educations than those who do not receive the same level of grant funding and thus are forced to rely upon other means, such as student loans or employment, to pay for college. The majority of this research was conducted prior to the recession that began in December 2007 (National Bureau of Economic Research, 2008), which has been more severe and longer lasting than any economic contraction since the Great Depression (Dwyer & Lothian, 2012); more current research is needed to determine whether the educational retention behaviors of lower income students in the current challenging economic climate are positively impacted by grant funding. In this study I used quantitative methods to analyze a specific state policy change to determine whether a significant change in the grant funding provided to lower income students resulted in increased retention rates for these students. This study examines school years from 2006–2010, thus encompassing the recent financial crisis and affording an opportunity to explore the persistence behaviors of lower income students during the greatest financial crisis of modern times. The ultimate purpose of the study is to provide conclusions from the research to postsecondary policy makers in the hopes of informing policy and supporting continuing funding of need-based financial aid for lower income students.

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Richardson, Robert F. II. « Exploring BSW educators' experiences of working with under-prepared students ». Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717849.

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Little is known about the perspectives of social work educators who work with under-prepared students in baccalaureate social work (BSW) programs. Educators across fields believe that students are increasingly under-prepared to be successful in higher education, and social work programs face greater numbers of under-prepared students seeking BSW degrees. Although an increasing amount of research offers strategies for matriculating, retaining, and teaching under-prepared students, these strategies are often presented without the contextual experiences faced by the educators who work with under-prepared students on a day-to-day basis. The following research seeks to begin to fill that gap. The researcher interviewed 11 participants and used Interpretive Phenomenological Analysis (IPA) to uncover the essential experiential elements of working with under-prepared BSW students and to reveal the meaning that social work educators create within these experiences. Analysis resulted in four overlapping themes including understanding under-preparation as social injustice, questioning what it means to be a social work educator, recalling compelling moments, and demonstrating care in and out of the classroom. These results suggest that social work programs and educators can more explicitly recognize how working with under-prepared students mirrors traditional social work practice, and discuss how this mirrored process might affect both educators and students. Based on these results, the meaning of advancing social justice for under-prepared students, the conflicting roles that educators often adopt with under-prepared students, and the influence of external forces on educators’ work all deserve further research.

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Dyckman, Frances Maria. « Domestic violence education and risk mitigation for prelicensure nursing students ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2507.

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The purpose of this project is to develop a domestic violence consciousness raising-education program and a self-administered risk assessment for a population of community college nursing students. When the faculty became aware that attrition rates were rising and that a high number of requests to drop out of nursing school were disproportionately linked to recent incidences of domestic violence, a potential contributing cause of the high drop out rate was revealed.

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Walsh, Michael Edward. « The Retention Puzzle Reconsidered| Second Year Student Attitudes and Experiences with Advising ». Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594993.

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College student retention has been described as a puzzle because retention rates have stagnated, and in some cases declined, despite over seventy years of research into the problem. The magnitude of the problem is that 50 percent of college students will leave their institution before obtaining a degree (Braxton, Hirschy, & McClendon, 2011). In an effort to improve retention rates, colleges and universities have concentrated their attention on first year students. But this concentrated strategy may have simply transferred the retention problem into the second year where retention rates for many schools are as low as first year rates (Amaury, Barlow, & Crisp, 2005). While advising practices have been identified as one of the three top contributors to increasing retention, major gaps exist about the role academic advising might play in the retention of second year students.

The present correlational study was undertaken to fill gaps in the mostly conceptual second year literature base which implies second year students differ from first year and upper division students. Advising formed the focus of the study because advising has been identified as one of the most important methods for putting students into a mentoring relationship with college staff and faculty, a practice with strong ties to retention (Habley &McClanahan;, 2004; Kuh, 2008). Six research questions were posed in the study which asked whether second year students differed from first year and upper division students and whether retained second year students differed from not retained second year students in their attitudes toward and experiences with advising.

Using simultaneous and logistic regression models, and controlling for confounding variables, statistically significant differences were found between second year students and their first year and upper division peers as well as between retained second year students and not retained second year students.

The findings of difference between second year and other students provide the growing second year retention literature with an empirical basis to support previously held assumptions about difference between class years which had also formed the basis for presumptions about practice for second year success and retention. Many of the findings in this study also support present retention and second year research and prescriptions for practice provided by that research.

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Van, Schalkwyk Susan C. « Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University ». Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.

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McFarlane, Brett Leland. « Academic Advising Structures that Support First-year Student Success and Retention ». Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594951.

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Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students at a four-year public, high research activity university located on the west coast and the students' satisfaction with advising, advising learning outcomes, and retention. In the study, responses of 628 first-year students to a survey which asked them about their attitudes toward and experiences with academic advising were examined. Results indicated statistically significant relationships between student satisfaction ratings and advising learning outcomes and how advising is delivered, specifically, who advises students, where students are advised, how frequently students are required to see an advisor, how frequently students choose to see an advisor, and how "mandatory" advising is implemented. Furthermore results showed that student retention was related to who advises students and how "mandatory" advising is implemented with peer-led advising processes showing higher student attrition rates than other processes. The overall advising delivery variable effect size was small. Implications for practice and suggestions for future research are discussed.

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Evans-Brown, Kathy. « The Link Between Leadership and Reduced Dropout Rates ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/514.

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Urban high schools that predominantly service at-risk students have not been faring well, with disproportionate numbers of minority children and poor White children are dropping out. The purpose of this mixed methods study was to examine the relationship between leaders' successes and the number of reduced dropout initiatives in 2 urban schools. This research was guided by empirical literature that included a review of various successful leadership practices. Case study interviews were conducted with 2 principals and 3 directors and were analyzed for common themes. Quantitative survey data were collected from a purposeful sample of 195 students and 7 administrative leaders in these schools; these quantitative data were then analyzed via descriptive statistics. Findings from the interviews indicated that multiple styles of leadership (e.g., distributive, transformational) are recommended as critical in these complex environments. Findings from the quantitative surveys indicated that students appreciated the role of management and the need for increased engagement in school. Administrators indicated a need for upper management support. This study contributes to social and organizational change by providing stakeholders with a better understanding of how management indirectly influences reduced dropout of at-risk youth. Future studies should include parent voices as they relate to high school dropout and connectedness to schools.

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Namuganga, Gladys Nabaggala. « Identification Inducement Strategies used by North Dakota State University to Recruit and Retain Multicultural Graduate Students ». Thesis, North Dakota State University, 2011. https://hdl.handle.net/10365/29789.

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The desire to attract an increasing number of minorities is pushing institutions of higher learning to brand themselves and communicate with students in ways that ensure their identification with the institution. Students' identification with an institution is one way to increase their enrollment numbers at the institution. This study was interested in determining whether NDSU's Graduate School and Office of Multicultural Programs used Cheney's (1983a) organizational identification inducement strategies in their recruitment and retention material that targeted multicultural graduate students. A closed coding textual analysis was used to analyze the material. Three of the four strategies were present in the analyzed communication material. Results are discussed in terms of key findings and practical implications for NDSU and other institutions that are interested in increasing their enrollment numbers of multicultural graduate students.

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Siebritz, Ubenicia. « An assessment of the recruitment, diversity strategies and initiatives used to promote and retain undergraduate students : the case study of Stellenbosch University ». Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71725.

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Thesis (MPA)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: For the past five years, Stellenbosch University (hereafter SU) has worked attentively to improve the diversity profiles of its staff and students, as well as the campus climate. In this regard, as at many other institutions, SU has worked in various ways to promote diversity. To this end, SU has not only invested in a variety of strategies and initiatives to address inequalities that exist in the education system, but has implemented their strategies and initiatives to assist with the diversification of the campus environment. Supplementary to these strategies and initiatives, staff, students, faculties and departments substantially support the institutional climate for diversity by supporting the various approaches and initiatives. In the twenty-first century, higher education institutions are obligated to make numerous changes in their recruitment, retention and study programmes to succeed in having a more diverse learning environment. This thesis discusses diversity at SU and how the institution, as a community, can work together to make the campus a more welcoming place for everyone. The purpose of the study was to determine the success of the diversity strategies and initiatives used by SU to promote their student diversity profile as it relates to students’ perceptions and experiences of the campus. The data confirms differences in opinions and perceptions in demographics such as race, culture, ethnicity and religion/beliefs. The researcher has also found a relationship between campus climate and the perceptions that students and staff may have. The findings presented in this study enhance the body of knowledge in the areas of student recruitment and retention strategies and initiatives, as well as student participation, student progress and campus climate. Even though the study is limited to one institution, this report provides institutions with a better understanding of student/staff involvement, their backgrounds and the campus climate as these aspects relate to the staff and students’ perceptions of the institutional commitment to diversity.
AFRIKAANSE OPSOMMING: Die Universiteit Stellenbosch (US) het vir die afgelope vyf jaar aandagtig gewerk aan die diversiteitsprofiel van beide studente en personeellede, sowel as aan die klimaat op kampus. In hierdie opsig het die US, soos ander hoëronderwysinstellings, op verskeie maniere gewerk om diversiteit te bevorder. Die US het nie net belê in ’n verskeidenheid strategieë en insiatiewe om die ongelykhede wat in die onderwyssisteem bestaan, aan te spreek nie, maar het ook hierdie strategieë en inisiatiewe geimplimenteer om diversifikasie van die kampusomgewing aan te moedig. Bykomend tot die strategieë en inisiatiewe het studente, personeellede, fakulteite en departemente ongelooflike bydraes gemaak tot die institusionele klimaat van diversiteit deur verskeie benaderings en insiatiewe te ondersteun. In die een-en-twintigste eeu het dit toenemend belangrik geword vir hoëronderwysinstellings om veranderinge te maak in werwing, behoud en studieprogramme ten einde `n meer diverse leeromgewing te bewerkstellig. Hierdie tesis bespreek diversiteit in die hoër onderwys en hoe die US as gemeenskap saam kan werk om die instelling `n meer verwelkomende kampus vir almal te maak. Die doel van hierdie studie was om die sukses van die diversiteitstrategieë en insiatiewe wat deur die US vir die bevordering van die studente diversiteitsprofiel gebruik is ten opsigte van studente se persepsies en ervarings van die kampus te assesseer. Die resultate bevestig verskillende opinies en persepsies oor demografiese aspekte soos ras, kultuur, etnitisiteit en godsdiens/geloof. Die navorser het ook `n verhouding bepaal tussen die kampusklimaat en die persepsies van studente en personeellede. Die bevindinge wat hierdie studie aanbied, dra by tot die geheel van kennis in die areas van strategieë en insiatiewe om studente te werf en te behou, sowel as studentedeelname, studentevordering en kampusklimaat. Hoewel die studie tot een instelling beperk is, voorsien hierdie verslag instellings van `n beter begrip oor studente/personeelbetrokkenheid, hulle agtergrond en die kampusklimaat in terme van hoe hierdie aspekte verband hou met die studente en personeel se waarnemings van die institusionele verbintenis tot diversiteit.

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Premraj, Divya. « Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields ». Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.

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Premraj, Divya. « Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields ». Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.

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Mwangi-Chemnjor, Charity. « An investigation of parenthood policy among student parents in a Kenyan public university : a socio-educational perspective ». Diss., 2012. http://hdl.handle.net/10500/8774.

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This research is set within the context of the Kenyan Public Universities, where with the changing student population dynamics, students are increasingly choosing to combine parenting with studies. Many of these student parents both male and female have had to negotiate the academic requirements as well as the burden of parenthood. Such a study is important at this time of privatization and liberalization of higher education in order to open up public discourse on the provision of higher education and the effect on the socio-economic status of the students. Using qualitative research analysis based on socio-educational, socio cultural as well as socio-economic status (SES), a study was designed and conducted with the question posed: What are the socio-educational approaches of public universities with respect to student parents. Eighteen (18) interviews of ten (10) university officials and eight (8) student parents formed the research sample. Qualitative research questions were prepared in an in-depth interview guide and a focus group questioning route. Data revealed that there are students both male and female who are actively parenting in the public university and that they face role conflict and financial challenges which impacts on retention and completion rates of students in the public university. The research argues that there is need to create awareness of socioeconomic status (SES) in the university approach to inclusiveness of all students as well as student parents. Recommendations based on this study should be helpful as guidelines for a model on guidance for student parents as well as documentation of a clear policy on approaches or support for student parenthood in the public university.
Educational Studies
D. Ed. (Socio-Education)

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McGilvray, David Harold. « The implications of persistence theory on new student orientations in community colleges ». Thesis, 2004. http://hdl.handle.net/2152/1369.

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Maharaj, Royhith. « An investigation into the retention and dropout of mechanical engineering students at a FET college ». Thesis, 2008. http://hdl.handle.net/10413/1319.

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This study investigates the retention and dropout of mechanical engineering students at a FET college using the interpretivist paradigm. Three key questions are addressed:
Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermarizburg, 2008.

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Rasca-Hidalgo, Leo. « The re-discovery of soul and reclamation of spirit anew : the influence of spirituality on the persistence of Mexican American Chicana (o) community college transfer students at a small liberal arts university ». Thesis, 2001. http://hdl.handle.net/1957/32525.

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Low completion rates have created serious "leakage points" (Astin, 1988) and "severe hemorrhaging" (Lango, 1996) in higher education to a large number of Hispanics. Traditional research on college persistence, which has blamed the students' culture for low performance, is inaccurate. Little research has specifically investigated academic persistence from a cultural perspective. Spirituality is a dynamic dimension among this cultural group. It is an untapped richness that Hispanic students bring with them to higher education. The study focused on six participants' understandings of spirituality from a cultural perspective. The purpose of the study helped participants voice the influence of their cultural spirituality and critically reflect the university's role regarding this cultural dimension. The research question was: What does spirituality, from a cultural aspect, mean in the context of persistence by Mexican American Chicana (o) students who transfer from a community college to a small liberal arts university? Critical theory, emphasizing phenomenology and critical consciousness, was the epistemological perspective. An indigenous methodology was used. Such a critical perspective and indigenous methodology embraced the participants border knowledge. Three data collection methods were used. A 43-Item Likert Survey, twenty-four diaolgos (individual conversations), and three circulos de cultura (group discussions). Data was interpreted with the following findings. The majority of the participants' survey responses indicated that matters of the spirit are important and significant to them. Through the di��logos the participants expressed interpretations and critiques by indigenous modes of language that spirituality did influenced their persistence. In the circulos the participants developed insights interconnecting spirituality and persistence. Spirituality was expressed through various images: "a push," "passion," "a driving force and desire," "an inner force," "La Virgen," and a "quiet inner strength." Most importantly, their persistence was influenced by a family-centered spirituality grounded in their cultural heritage. This qualitative study highlighted the six voices. Each case consisted of an interpretation of the participant's phenomenological understanding and growth in critical consciousness. The co-investigators' enriched the analysis by their cultural intuition and bicultural understanding. The following themes emerged from participants' visual and written summaries: 1) Family. 2) Quien Soy Yo? (Who Am I?) 3) Quiet Inner Strength 4) Recognizing My Background. 5) Encouraging Me to Persist. 6) Critical Consciousness of the Interrelationships of One's Culture. Study concluded with testimonies from the co-investigators. Researcher proclaimed: it is important to listen to students voice why they persisted from strengths within their culture.
Graduation date: 2002

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Reynolds-Sundet, Rosemary. « Toward a greater understanding of student persistence through learning communities ». Thesis, 2007. http://hdl.handle.net/2152/3694.

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This qualitative study focused on which features of a linked courses model learning community may foster student persistence throughout a semester long course at a two-year institution. The mainstream course, comprised of 17 mainstream and eight non-mainstream students, provided for a natural experimental setting. Strong features of learning communities were explored through various indicators (i.e., student-faculty and peer interactions, shared inquiry and collaborative learning, satisfaction and dissatisfaction in the classroom environments, and how features of this particular linked courses model were reflected in the learning community model adopted by the institution). End-of- year marks plus persistence into fall were compared. Findings failed to support any direct links to persistence. Results indicated, however, both mainstream and non-mainstream students who passed with a "C" or higher possessed what the researcher identified as an "economy of ambition," characterized by an ability to merge personal and academic lives and schedules successfully. Positive student traits included being goal-oriented, self-motivated, flexible and adaptive to their academic and campus environment. Social integration and inclusion (e.g., social events or participation in campus-wide groups) were not priorities for both groups. Non-mainstream students expressed more positive perceptions toward social acceptance in the non-mainstream classroom due to its smaller size. Thus, heightened peer interaction, a main feature of learning communities, influenced positively students' socialization experience that led to study partnerships, which may have fostered student persistence. Non-mainstream students were motivated, in large part, because of their shared academic goals, and these partnerships would not have developed or been possible in the larger mainstream environment. Both mainstream and non-mainstream students represented a wide range of ages and ethnic backgrounds. The majority felt reluctant to speak up as participants in the mainstream classroom of 25 peers. Academic involvement (i.e., clear expectations from the teachers, detailed syllabus, handouts, and in-class exercises) was a priority for both groups. Overall, both groups appreciated contact with their instructors and expressed a strong commitment to second semester persistence. In addition to analysis of the interview data and strong participant observation throughout the semester, institutional data were analyzed. Findings failed to support any institutional outcomesbased measures dealing with behavioral outcomes except for support for pursuit and attainment of a degree, in particular for part- and full-time developmental (remedial) and first-time-in-college students (FTIC).

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Gutierrez, Roberto. « A qualitative study of successful Hispanic transfer students at a community college ». Thesis, 2003. http://hdl.handle.net/1957/30481.

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Hawley, Stephanie Jones 1958. « Exploring Black student perceptions of institutional factors related to persistence in a central Texas community college system ». 2004. http://hdl.handle.net/2152/12715.

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Gonzales, Steven Ray. « Remedial education and its relationship to academic performance and retention of students at Central Arizona College : a case study ». Thesis, 2007. http://hdl.handle.net/2152/3056.

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Gonzales, Steven Ray 1973. « Remedial education and its relationship to academic performance and retention of students at Central Arizona College ». 2007. http://hdl.handle.net/2152/13236.

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Johnson, Stacey Rita 1955. « What works : factors influencing community college Hispanic female academic achievement and persistence to graduation ». Thesis, 2007. http://hdl.handle.net/2152/3261.

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The purpose of this study was to further investigate Dr. Ruth Hamilton Romano's (1999) research that identified factors contributing to Hispanic female student retention and graduation. This dissertation studied predominately Hispanic females from a community college located in south Texas to ascertain factors that positively contributed to retention and college graduation. Current student persistence research has focused on why Hispanic students leave college, but this work focuses on the factors that support Hispanics obtaining degrees. Previous research identified six major factors that contributed significantly to student success and graduation. Those factors include academic integration, student integration, institutional commitment, goal commitment, support by significant others, and campus-based aid. The research questions utilized in this study were based out of these six factors. The study queried 229 Hispanic women who graduated in the 2004-2005 academic year. Utilizing a multi-method research approach, both quantitative and qualitative research was used. Research data were gathered through electronic and paper surveys along with focus group and individual interviews. The results of Romano's (1999) study revealed that the two most important factors identified by the Hispanic women were goal commitment and the support of significant others. The results of this study showed that goal commitment and financial aid were the two most important factors. Support by significant others was the third most important factor reported by the women. A new factor emerged from the research that is worthy of future research. Hispanic mothers reported that a driving force for their own academic success and graduation was the need for them to serve as positive role models for their children's educational futures. The Latinas desired to demonstrate through their achievement that educational success was possible for their children.
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Jones, Gary E. « Retention of adult second language learners : Hispanic learners in Washington State communicty and technical colleges ». Thesis, 2005. http://hdl.handle.net/1957/29798.

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This study was designed to investigate a phenomenon, retention of Hispanic adult second language learners in Washington State's community colleges, from a qualitative paradigm and phenomenological approach. The focus of this study was to capture eight foreign-born Hispanic ESL non-continuators' voices and experiences, in their native language of Spanish, who dropped out of Washington State's community colleges and unveil the phenomenon behind the factors leading to their retention barriers. The following questions guided the research: (1) What are the retention barriers of Hispanic English as a Second Language population in Washington State Community Colleges? (2) What is the profile of the foreign-born Hispanic ESL learner in Washington State's Community Colleges? (3) Why do Hispanic ESL participants drop out? (4) What services are needed and provided to increase retention patterns of Hispanic ESL learners? (5) What services could make a difference in retention of Hispanic's English as a Second Language participants? A qualitative methodology and phenomenological approach of in-depth interviews was the research paradigm utilized for data collection. Participants were recruited from a survey implemented at various community colleges' and communitybased organizations' ESL programs in Washington State. Criteria for inclusion as a potential participant in this research required adult participants to be: (1) foreign-born Hispanic, (2) a resident of Washington state, (3) in the age range of eighteen to thirty years of age, (4) a prior drop out student from one of Washington State's community colleges adult basic education ESL programs, and (5) a volunteer to participate in the study. This study unveiled factors that caused retention barriers for eight foreign-born Hispanic ESL adult learners that dropped out of Washington State's community colleges Adult Basic Education ESL programs. In many Adult Basic Education ESL programs in Washington State, foreign-born Hispanic adults are largely voluntary candidates, and the role of student is just one of the countless roles competing for their time and attention. From the eight foreign-born Hispanic non-continuators' voices and experiences, the findings indicate that retention is a complex phenomenon involving various institutional, situational, and dispositional factors. This study's findings also unveiled structural issues for the eight foreign-born Hispanic participants, creating systemic structural barriers to their socioeconomic and education development in the United States. This means no one factor could provide an explanation for the retention phenomenon. The eight foreign-born Hispanic adult non-continuators' situational and dispositional factors overwhelmed their zeal for ESL instruction, ESL level completion, and/or ESL program completion. The interview question guide unveiled reasons often voiced as the causes for non-continuation: (1) family struggles and hardships, (2) lack of childcare, healthcare, and transportation, and (3) long work hours. At the same time, the eight foreign-born Hispanics adult non-continuators had pragmatic reasons for engaging in ESL, and felt that the programs would provide meaningful contextual learning for immediate or long-term goals for the home, workplace, or community.
Graduation date:2005

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Augustine, Marva Gail. « Underrepresented minority undergraduate students : phenomenological perspectives of successful students and graduates ». 2015. http://hdl.handle.net/1805/7341.

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Indiana University-Purdue University Indianapolis (IUPUI)
More than half of the 400,000 freshmen minority students enrolled each year in colleges and universities in the United States fail to graduate within six years and some not at all. Many barriers impact student retention in college, especially for underrepresented undergraduate minority students. Studies in the past have focused on the causes of attrition of underrepresented undergraduate minority students, revealing a significant gap in the research on what leads to their success in higher education. A phenomenological study was used to allow participants to share their experiences from their individual perspectives. This qualitative research study investigated the social psychological attrition barriers encountered by successful undergraduate underrepresented minority students from African American and Latino groups. Exploring the perspective of successful students deepened the understanding of the barriers that minority students face in higher education, how they addressed these barriers, and what helped them to successfully graduate. Through in-depth interviews, this study explored the perceived barriers to student success encountered by successful undergraduate underrepresented minority students in a PWI. Participants' strategies for success was be examined and discussed.

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Roberts, Barbara L. « Developmental education as a component of persistence in a postsecondary proprietary institution ». Thesis, 1998. http://hdl.handle.net/1957/33827.

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Persistence has been identified as an issue at all levels of higher education, and numerous strategies have been attempted to stem the flow of students who leave an institution before completing their programs of study. Persistence research abounds at the community college, four-year college and university levels, but little research on the subject is available at the postsecondary proprietary level. The purpose of this qualitative case study was to research and describe the developmental program recently undertaken at The Art Institute of Dallas (AID), and to compare the findings to the literature on community colleges. Objectives were to 1) examine the forces which caused AID to implement a developmental program; 2) examine how the program was perceived to be working; 3) compare the description of the program at AID to descriptions of those in community colleges, as described in the literature; 4) examine individual perceptions of benefits or drawbacks to the school as a direct result of the new program; and 5) determine if the key informants saw the developmental program as a vehicle to raise persistence and enhance student success. Originally, AID was an open admissions school, offering basic skills help only in tutorial situations. With the addition of General Education courses to the various curricula, the need for an Academic Improvement Center was discerned. Eventually, the school also saw the need to establish admissions standards, coupled with placement testing, to identify and serve underprepared students. Persistence became an issue, along with the state mandate of The Texas Academic Skills Program (TASP), and both contributed to the establishment of a comprehensive developmental education program. Results indicated the need for a student better prepared in numeracy and literacy skills, reflected in the requirements of employers needing employees with abilities to read technical documents, to write reports, to work in teams, and to solve problems. The findings of this study suggest the addition of a comprehensive developmental education program at AID positively affected student persistence. Just as the research on community college developmental studies history, development, and progress unfolded, so also went this postsecondary proprietary school.
Graduation date: 1998

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« Customer experiences of online BBA students at Milpark Business school ». Thesis, 2015. http://hdl.handle.net/10210/13568.

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M.Com. (Business Management)
Educational systems have experienced a paradigm shift in the 21st century worldwide, and Africa has not been left out. Let alone South Africa which is currently amongst Africa’s top technologically developed countries in Africa. Like in many other countries, the higher education sector in South Africa is a unique and super- complex system, because in addition to the universal change driving forces affecting it, a different impetus for change exists (Mapesela & Hay, 2006:77). Higher education institution models for delivering education are changing to meet new realities from a focus on providers and inputs to students and results. Reformation is no longer confined to the classroom, but has extended to South African public systems and their role in supporting change, advancing efficiency and effectiveness and in building networks capable of meeting students’ needs and supporting institutions at large. The retention of students can have a big financial advantage for the private higher educational institutions in South Africa, hence it has become important for educational institutions to build relationships with their students. The question of which factors influence customer retention and customer loyalty, presents itself. This study identified the antecedents to customer loyalty through the literature review which could possibly influence customer loyalty. This study focuses on the student experiences and satisfaction at the Milpark Business School in Johannesburg by analysing a number of factors that are assumed to impact these areas namely product experiences, moments of truth, peace of mind and outcome focus. The entry of ‘private’ providers of higher education coupled with declining government funding to public institutions is a response to the increasing demand for higher education that has caused a decline in the quality of graduates (Bunoti, 2011:1-2). Such concerns of student outcomes in private higher learning institutions have generated an interest of study to determine their experiences and consequently, their satisfaction. Milpark Business School is one of the private Higher Education Institutions in South Africa providing a Bachelor of Business Administration degree programme through distance learning and its entry requirements, processes, duration and study environments contribute immensely to student outcome. This study follows a descriptive research design. Literature concerning customer loyalty and the antecedents identified will be provided. The study makes use of a sample, which consists of students who are currently registered at Milpark Business School on the BBA Programme. A self-administered questionnaire was designed based on the theoretical literature provided within the study. The questionnaire measured several constructs which were identified through the literature review. The questionnaire made use of a set of statements relating to the theory, and a 5-point Likert scale that allowed respondents to select from five options ranging between strongly agree to strongly disagree. Various statistical analysis procedures were used to accomplish the objectives of the study, including factor analysis, and multiple and sideways regression techniques. The conclusion and findings of the study were found to support the objectives of the study and the results of the statistical analysis were found to accept the hypotheses of the study. The main conclusion and findings are that, although students are satisfied with regard to their interaction with and service provided by Milpark, improvements need to be made in terms of personal attention given to the students, especially by support staff. In particular, the handling of queries by support staff and lecturers needs to be improved in order to give speedy responses to the student in order to retain the student for the future. It is also clear that student satisfaction at Milpark Business School is influenced by the four antecedents namely product experience, outcome focus, moment of truth and peace of mind. Various recommendations for improving customer satisfaction were given, based on the findings of the statistical analysis. The empirical results indicate that all four independent variables significantly influence customer satisfaction, hence, all four variables are equally important to Milpark Business School, and the business needs to ensure that all these variables are correctly managed in order to improve customer satisfaction. Through this study it has become evident that there are various measures that could be implemented by Milpark Business School to improve customer satisfaction and ensure high levels of student retention. The study only investigated customer satisfaction at Milpark Business School, and therefore could not be generalised to other business schools. A study may need to be conducted on a number of such schools in future in order to get more information.

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Brown, Shane. « Social capital in engineering education ». Thesis, 2005. http://hdl.handle.net/1957/29421.

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A theoretical argument is presented to suggest that engineering curriculum be designed to develop social capital. Additionally, the value of social capital in the retention of students in the College of Engineering, and the development, role, and value of social capital in an electrical engineering laboratory is evaluated. Data collected includes participant observations, informal and formal student interviews, and a researcher-designed survey. Social capital consists of interaction among individuals (networks), social rules that encourage interactions such as trust and reciprocity (norms), and the value of these networks and norms to the individual and the group. A large body of evidence suggests that social capital is valuable in terms of retention and multiple measures of academic achievement. The importance of social capital in retention was verified by students that have left engineering and those that remain, in terms of interactions with peers, teaching assistants, and engineering faculty; and a lack of sense of community in freshman engineering courses. Students that have left engineering differed in their perceptions of social capital from those that remain in their frustrations with teaching methods that encourage little discussion or opportunities to ask questions about assumptions or approaches. The open-ended nature of laboratory assignments, extensive required troubleshooting, and lack of specific directions from the teaching assistants were found to encourage the development of social capital in the laboratory setting. Degree centrality, a network measure of social capital as the number of ties an individual has within a social network, was found to be positively correlated with laboratory grade. Student perceptions of the importance of interactions with other students on success in the laboratory setting has a negative model effect on academic achievement in the laboratory. In contrast, student perceptions of the quality of interactions with teaching assistants has a positive effect on measures of academic achievement. The results suggest that social capital is more important to some students than others in terms of retention and academic achievement. Recommendations are made to identify students requiring social capital to be successful, and to provide opportunities for these students to develop social capital.
Graduation date: 2005

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Gehrke, Rochelle Lea. « Dynamics between the academic advisor and student on probation which lead to academic success ». Thesis, 2006. http://hdl.handle.net/2152/2867.

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Alvarado, Cassandre Giguere. « Emic perspectives : the Freshman Interest Group program at the University of Texas at Austin ». Thesis, 2004. http://hdl.handle.net/2152/1203.

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Shelton, Margaret Ann-Schmid. « An effort to increase student success through data based decision making : a case study ». 2009. http://hdl.handle.net/2152/18428.

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The need for knowledge workers is increasing; most jobs of the future will require some post secondary education. Half of the students who enter the open door of the community college are not prepared for college level work and must first enroll in developmental education. Half of those students will not complete remediation. Though institutions of higher education provide developmental education, the effectiveness of developmental education programs - performance in subsequent courses, grade point average, and persistence to graduation - are rarely studied. This case study explored an Achieving the Dream institution's commitment to establishing a "culture of evidence" to guide decision making and facilitate student success in developmental education programs. Research was gathered from interviews, observations, and a review of pertinent documents during the researcher's four-month internship at the institution. This study found a culture of evidence evolving at the institution and the institution's participation in Achieving the Dream contributing to the culture of evidence through its use of data to measure student success and facilitate decision making. Indicators of student success measured at this institution included success rates in developmental courses, fall-to-fall persistence, progression in the developmental course sequence, and graduation rates. The researcher used John P. Kotter's Eight Stage Process of Creating Major Change as a framework to review the institution's progress toward creating institutional change. The researcher identified practices that could bring about institutional change when building a culture of evidence.
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Mdluli, Koko Jumaima. « Managing student dropout rates at a technical vocational education and training college in KwaZulu-Natal ». Diss., 2017. http://hdl.handle.net/10500/23837.

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The aim of the study was to investigate ways in which student dropout rates could be managed at a Technical Vocational Education and Training College (TVET) in KwaZulu-Natal, Amajuba District. Twenty-eight participants were purposively selected from two campuses in the area representing the Business and Engineering studies. This was done using the non-probability purposive sampling. The researcher focused on determining ways to assist in improving the management of student dropout rates in the above TVET College so as to increase the throughput and the certification rates. The study employed a qualitative design with semi-structured interviews that were conducted with senior managers from the central office, Heads of Departments, lecturers and students who had previously dropped out from the college so as to examine their views and perceptions on the effects of student dropout rates and how the management of student dropout rates could be improved. Data were analysed thematically whereby information was categorised into themes that emerged from the responses of the participants. The findings revealed that causes of student dropout emanate from the financial challenges experienced by students in this area since most of them are from disadvantaged backgrounds, institutional factors such as poor or lack of career guidance, the curriculum, poor enrolment procedure and poor student support services. The study recommends that well organised and effective career guidance should be conducted, the curriculum should be reviewed, and the selection and enrolment procedures should be transparent and understood by everyone. Recommendations for further study are also provided.
Educational Leadership and Management
M. Ed. (Education Management)

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Amehoe, Christopher Kwasi. « Postgraduate throughput at the University of Ghana ». Thesis, 2013. http://hdl.handle.net/10500/13512.

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Based on widespread perceptions and short-term reports that most research masters and doctoral students at the University of Ghana spend unusually long durations to complete their studies due to their inability to complete and submit their theses on time and unduly long waiting periods for thesis results, the researcher decided to investigate these phenomena to identify the root causes. The aim of the study therefore, was to establish empirical basis for this problem and to recommend ways of strengthening postgraduate study delivery at the University of Ghana, based on input from past students, faculty, and the University‟s external publics who have a stake in promoting postgraduate studies and research. To achieve this aim, the researcher set out the framework within which the study should be conducted in Chapter One, and reviewed literature on the theories and concepts of throughput and student throughput in particular as well as global student throughput trends and postgraduate candidature models in Chapter Two. To fully appreciate the delivery of postgraduate studies and throughput trends at the study institution, Chapter Three was devoted to the review of the University of Ghana‟s postgraduate study delivery system, and its enrolment and output statistics compared with similar trends in other African Universities. The research design was explained in Chapter Four, and, guided to adopt the mixed methods approach because of its efficacy in rendering research findings credible and reliable, a number of past masters and doctoral students who extended their candidatures while at the University of Ghana provided data by completing questionnaires. Thesis supervisors and examiners selected on the basis of experience also provided data by completing questionnaire, heads of departments, past deans and thesis schedule officers and the Ghana Education Trust Fund Secretariat provided information through interviews. To further unravel specific cases of the phenomenon, which might not be obtained by means of questionnaire and interviews, relevant information were extracted from selected case files that typify cases of delayed candidature and non-completions. In Chapter Five, Quantitative data were analyzed statistically, qualitative data were analyzed using the open coding method, and documentary data were analyzed using content analysis. The findings and recommendations from the study were reported in Chapter Six. The findings confirmed the perceptions and reports and the major factors responsible for delayed completion and non-completion, including other unpopular factors were identified and discussed. Recommendations were made to address the findings, with particular reference to the role of each stakeholder in strengthening postgraduate study delivery to ensure high throughput at the University of Ghana. In the end, three models were developed for improving candidature durations for masters and doctoral candidates, and for ensuring timely examination of theses. The researcher hopes that, if implemented, the recommendations would help to improve postgraduate study delivery and throughput at the University of Ghana.
Educational Leadership and Management
D. Ed. (Education Management)

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