Retention in higher education: A selective resource guide

2005 ◽  
Vol 2005 (125) ◽  
pp. 107-122 ◽  
Author(s):  
Anthony J. Adam ◽  
Gerald H. Gaither
2013 ◽  
Vol 4 (2) ◽  
pp. 46 ◽  
Author(s):  
Aurelio José Figueredo ◽  
Candace Jasmine Black ◽  
Anne Grete Scott

In Figueredo, Black, and Scott (this issue), we presented the rationale for a complementary meta-analytic method to accompany traditional effects meta-analytic procedures.  Here, we provide an example using Contents Meta-Analysis so that readers can become familiar with the application of the method and the implications of its use.  This illustration will be presented in two major sections.  First, we will describe an empirical example of a meta-analysis on retention in higher education where a Contents Meta-Analysis was conducted.  Then we will show how the information gained in the Contents Meta-Analysis may be applied to address issues of generalizability. DOI:10.2458/azu_jmmss_v4i2_figueredo


2016 ◽  
Vol 48 (6) ◽  
pp. 58-66
Author(s):  
Amy M. Eitzen ◽  
Marcey A. Kinney ◽  
Kelly J. Grillo

2017 ◽  
Vol 64 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Elias G. Rizkallah ◽  
Victoria Seitz

Abstract This paper explores what motivates college students at different stages of their academic studies. Using Herzberg’s two-factor theory, the researchers conducted a survey of 535 students in three south-western universities to determine if motivations changed throughout their academic careers. Results showed that students at different stages of their college careers have different concerns and, as such, different motivational strategies are needed to respond to their concerns. Implications are given to grow and retain enrolment.


1998 ◽  
Vol 1998 (99) ◽  
pp. 93-102
Author(s):  
Anthony J. Adam ◽  
Malcolm Morrison

2017 ◽  
Vol 64 (1) ◽  
pp. 45-57
Author(s):  
Elias G. Rizkallah ◽  
Victoria Seitz

Abstract This paper explores what motivates college students at different stages of their academic studies. Using Herzberg’s two-factor theory, the researchers conducted a survey of 535 students in three south-western universities to determine if motivations changed throughout their academic careers. Results showed that students at different stages of their college careers have different concern s and, as such, different motivational strategies are needed to respond to their concerns. Implications are given to grow and retain enrolment.


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