The Benefit of Benchmarking Non-traditional Management Programs to Increase Retention on Higher Education Continuing Educational Programs (original) (raw)
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Recruiting and retaining adult students: Guidelines for practice
New Directions for Adult and Continuing Education, 1989
The preceding chapters review multiple strategies for a multiplicity of continuing education settings whereby adult and continuing education practitioners can enhance the capacity of their respective organizations to recruit and retain adult students. Recruitment was defined in Chapter One as those steps in the program planning process taken to induce prospective adult students to participate in programs of sponsored learning. Retention was defined as the capacity of the continuing education program to transform initial commitment into continuing participation.
Continuing Higher Education Review, 2009
A significant component of continuing education involves teaching management, especially through the array of academic degree programs offered to part-time older students. In fact, the ability to offer management education is critical for the viability of continuing education. Why hasn't this been a more prominent topic at national conferences and a basis for bilateral discussions among professional associations? Co-existing amicably with its institution's business schools is perhaps the most important internal political challenge a continuing education enterprise faces.
Beyond Improved Retention: Building Value-Added Success on a Broad Foundation
2013
Many have documented the positive benefits of Living and Learning Communities (LLCs), but creating an environment that truly integrates living and learning across campus can be a challenge. In this paper we chronicle an LLC program that was intentionally built upon a broad foundation. By including faculty, staff, and student leader representation from across the campus from admissions and academic affairs to student engagement, residence life, and enrollment management Cabrini College has created a program that has gone beyond the numerical targets of increased retention and increased academic success. We believe the program has created transformational experiences for many student participants, and that these experiences are the result of the LLC’s integrated design. After providing a history of the program and its unique institutional structure, and offering suggestions for other institutions designing LLCs, we present both quantitative and qualitative measures of success. Richard...
Purpose -The purpose of this paper is to provide higher education institutions with strategies of continuing education and methods to communicate and implement these strategies. Design/methodology/approach -The balanced scorecard approach is used to implement the strategy. It translates the strategy into tangible objectives, measures and targets and balances them into four different perspectives: customer, finance, internal processes, and learning. Findings -The strategy of focus combined with the strategy of cost-efficiency is applicable for higher education institutions. These strategies can be adjusted, for example, to profitable growth in continuing education.
As an educational leader in my district, recruitment and retention strategies resonates highly with me. I am constantly searching for useful strategies that suit the needs of my students and keeps them successfully progressing onto the next level of learning. When I teach adult students, I use similar strategies to ensure his or her recruitment in certain programs or lessons I am promoting for he or she to teach in the classroom. As a student at Northern Arizona University, I have first-hand experience in retention strategies as such being invited into academic honor societies based on the merits of exceptional grades. Incentives like these, have the ability to reinvigorate students into putting forth his or her best efforts and finishing strong. This paper illustrates the importance of recruitment and retention strategies in higher education by knowing students’ needs and wants in order to assist in ensuring his or her successful learning experience hopefully leading to graduating from the college or university.
Research Purpose The purpose of this research is to design and execute a study that describes the perspectives of current Upward Bound professionals over links between best practices and Upward Bound student retention. Methods This descriptive study employed a survey of current Upward Bound professionals within the state of Texas. The survey questions were designed by operationalizing the conceptual framework found within scholarly literature. Results The results of the survey show; Upward Bound professionals most commonly agree with the activities and programming associated with academic support and social influences. Mixed results were found within the structural effect questions. More specifically, questions associated with accountability received the highest number of respondents to answer there would be no effect or decrease likelihood of student retention. Full Disclosure Given the researchers experience as a TRIO alumni and previous employment with an Upward Bound program, there is the possibility that the results and overall tone of this research to be biased.
2016
There is no disputing the consistency of discourse in defining the competencies required for success in the 21st century. Higher education, corporations, non-profits, healthcare and government agencies alike are seeking employees with similar core competencies needed for operational excellence and sustainability. There is also consistency in the outlook for retaining those employees. The Society for Human Resource Management (posted on HigherEd Jobs) noted the 10 toughest jobs to fill in 2016. Among these jobs are general and operations management positions that are expected to see a growth rate of 12.4%, or 613,000 new workers, over six years. It is estimated that 3.5 million manufacturing jobs will be open in the next decade and that 2 million of those jobs will go unfilled due to various skill gaps (Deloitte & Manufacturing Institute, 2015, p. 5-6). Achieving retention is even more challenging when we observe the millennial trend of leaving an organization before socialization (o...
Implementation of strategies in continuing education
International Journal of Educational Management, 2005
Purpose -The purpose of this paper is to provide higher education institutions with strategies of continuing education and methods to communicate and implement these strategies. Design/methodology/approach -The balanced scorecard approach is used to implement the strategy. It translates the strategy into tangible objectives, measures and targets and balances them into four different perspectives: customer, finance, internal processes, and learning. Findings -The strategy of focus combined with the strategy of cost-efficiency is applicable for higher education institutions. These strategies can be adjusted, for example, to profitable growth in continuing education.