RESEARCH AND PRACTICE OF STUDENT RETENTION: WHAT NEXT (original) (raw)

Student retention: Moving from numbers to action

Research in Higher Education, 1993

This paper describes a multi-faceted approach to improving student retention at an urban public university. It is noted that the students at this institution are older, working people; few live on campus and participate in what would be considered traditional student experiences. The paper examines the physical setting and external environment; the internal environment; and key events (defining the problem, listening to student voices, and expanding data gathering and implementation of pilot projects). Described are the actions of a Retention Committee which used qualitative and quantitative methods to identify problems that create barriers to student success or contribute to student departure. A cross7cultural model, involving faculty, administrators, policy makers, and students, was found to be useful. A committee chairperson was chosen who could easily move back and forth among the subcultures with their different values, modes of behavior, incentive systems, and ways of communicating. Preliminary findings indicate that problems of student success in beginning math classes are more complex than was first imagined, that few faculty members who are viewed as the best teachers actually teach freshmen, and that advising and campus activities are major student concerns. The elements of a model for transferring information from the research realm into the policy arena are described. The paper concludes v.ith a discussion of the implications of the case study for the field of institutional research. (Contains 16 references.) (GLR)

Keep Them Coming Back: Student Retention Strategies

College Planning and Management, 2011

With all of the effort that typically goes into recruiting new students, it makes sense to put at least as much energy into retaining them. Retention strategies have been used to increase degree completion in higher education for many years. Successful retention also affects the school's financial stability, student morale, and other important factors. This article reviews some of the conventional and experimental retention strategies.

Comparison of Student Retention Models in Undergraduate Education from the Past Eight Decades

2017

Student retention and completion rates are challenging issues in higher education. In the academic domain, pressure exists for every institution to come up with strategies that support student success from enrollment through graduation without compromising academic or accreditation standards. This paper presents the findings from a review of student retention models dating back to over eight decades to identify the key factors for retention. Specific recommendations for adaptive and sustainable retention agenda are made. Critical implications of this review directly impact institutional policy makers, researchers, faculty, and decision makers and provide a framework for the development and implementation of viable, adaptive retention initiatives and strategic plans.

Student Retention: Moving from Numbers to Action. AIR 1992 Annual Forum Paper

1992

This paper describes a multi-faceted approach to improving student retention at an urban public university. It is noted that the students at this institution are older, working people; few live on campus and participate in what would be considered traditional student experiences. The paper examines the physical setting and external environment; the internal environment; and key events (defining the problem, listening to student voices, and expanding data gathering and implementation of pilot projects). Described are the actions of a Retention Committee which used qualitative and quantitative methods to identify problems that create barriers to student success or contribute to student departure. A cross7cultural model, involving faculty, administrators, policy makers, and students, was found to be useful. A committee chairperson was chosen who could easily move back and forth among the subcultures with their different values, modes of behavior, incentive systems, and ways of communicating. Preliminary findings indicate that problems of student success in beginning math classes are more complex than was first imagined, that few faculty members who are viewed as the best teachers actually teach freshmen, and that advising and campus activities are major student concerns. The elements of a model for transferring information from the research realm into the policy arena are described. The paper concludes v.ith a discussion of the implications of the case study for the field of institutional research. (Contains 16 references.) (GLR)

A Different Viewpoint on Student Retention

Higher Learning Research Communications, 2014

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

A Description and Illustration of a Model for Conducting Student Retention Research

1980

A two-dimensional model proposing three predictor dimensions (cognitive, noncognitive, and combined) and four criterion dimensions (grade point average (GPI) , enrolled or not, graduate or not, and less traditional criteria) is presented. Preliminary results Of a'study using the model to examine both-white and minority student predictors of retention, is discussed. It is shown that. for' the first semester GPA, there appears to be a strong relationship betweenk the seven noncognitive predictors and retention, especially for winimitiy students. When Scholastic Aptitude Test (SAT) scores were used With noncognitive.measures, many of the previously significant noncognitive items were no longer significant, espedially in the white sampl,d. This trend occurred less in the minority analsyes. It is suggested that, for whites, these nondognitiVe predictors are imensions that overlap or are related to the traditional SAT ut .this it not true for'blacks. For blacks, traits separate is. tapped by SAT scores rippeaf to be related to GPA for the EDRS 'PRICE DESCRIPTORS "tapping scores, from,wha first semester in college.

Managing Student Retention: Is the Glass Half Full, Half Empty, or Simply Empty?

This critique summarizes a recent examination of studies of campus-based retention efforts and also considers what is known about the roles and responsibilities of retention coordinators on college and university campuses. The paper closes with a call for more research on campus-based retention efforts and for a closer look at the management of retention efforts on campuses.

Rethinking Student Retention in Community Colleges

Community College Journal of Research and Practice, 2002

Student retention is critical to the community college environment. To understand student retention issues in community colleges, it is necessary to identify the retention goal of the institution, the criteria, deünitions, and data needed to monitor progress toward the retention goal. Only then can a retention program be designed and implemented. A plan to establish a college-wide retention program is included. An overview of past and present research pertaining to student retention is provided.