scholarly journals Assessing the Impact of a Distance-Based Spatial Factor on Retention in the U.S. Colleges

2021 ◽  
Vol 11 (9) ◽  
pp. 508
Author(s):  
Serkan Varol ◽  
Serkan Catma
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Postsecondary Education ◽  
Metropolitan Area ◽  
Retention Rate ◽  
Complex Problem ◽  
Institutional Perspective ◽  
Spatial Factor ◽  
The Impact ◽  
The U.S

Student retention is a wide-reaching issue that causes a concern to postsecondary institutions and policy-makers. This research aimed to examine the impact of a geo-spatial factor—distance to the closest metropolitan area—on student retention from a multi-institutional perspective, through the data collected from the Integrated Postsecondary Education Data System (2017) of the U.S. Department of Education. Using the K-means clustering technique, 329 geographically dispersed higher education institutions with similar characteristics were identified. A spatial lag model was adopted to account for spatial autocorrelation detected within the dataset. A series of hierarchical regression was then conducted to measure how well the spatial variable explained student retention rate after accounting for institutional level attributes. The student retention rate was found to decrease as a university is located away from the closest metropolitan area. This finding has crucial policy and administrative implications if analyzed within the context of rural–urban discrepancies in higher education. Extending the spatial scope of retention analysis is an important step in accurately determining the set of factors that provides a better understanding of this complex problem.

Doing Time Wisely: The Social and Personal Benefits of Higher Education in Prison

2018 ◽  
Vol 98 (4) ◽  
pp. 490-513 ◽  
Author(s):  
Jillian Baranger ◽  
Danielle Rousseau ◽  
Mary Ellen Mastrorilli ◽  
James Matesanz
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Attitudes And Behaviors ◽  
The Past ◽  
The Social ◽  
Women's Prison ◽  
Women's Imprisonment ◽  
Education Effects ◽  
Impact Of Higher Education ◽  
The Impact

Much of the research on postsecondary education effects on incarcerated individuals has focused on men. However, given the increased rates of women’s imprisonment over the past 40 years, scholars should examine the impact of higher education in prison on women. In this qualitative study, the authors assess the social and personal benefits of participating in a college behind bars program delivered in a women’s prison. Data gathered with both program participants and faculty suggest that students in the program experienced a reduction in criminogenic attitudes and behaviors as well as positive changes in self-perception.

scholarly journals Testing the effectiveness of a gym orientation program

2020 ◽  
Vol 17 (2) ◽  
pp. 469-484
Author(s):  
Dimitri Koutsoubakis
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Multiple Regression ◽  
Longitudinal Design ◽  
Analysis Of Covariance ◽  
Training Experience ◽  
Orientation Program ◽  
Intent To Persist ◽  
Member Retention ◽  
The Impact

The study was set at a commercial Fitness Center facility based in Dubai, UAE, and aimed to test the effectiveness of a Gym Orientation Program designed to help new members with little-to-no training experience acclimatize to the facility and to fitness training. The practical end of all orientation programs is to ameliorate Member Retention; the purpose of the present study was to investigate whether the Gym Orientation Program supported member retention via its impact on intermediary perceptual constructs. A longitudinal design was used to collect data at three distinct points in the customer journey, on-boarding, completion of the Gym Orientation Program, and at Membership Renewal, one year after joining. Questionnaire instruments were adapted from studies on Student Retention in Higher Education. Multivariate analysis of covariance and multiple regression were used to determine whether Gym Members who participated in the Gym Orientation Program differed significantly from those who did not on the basis of institutional and social integration constructs. Multiple Regression was used to assess the impact of the integration metrics on self-reported intent to persist. Results suggest that the Gym Orientation Program promoted significantly increased levels of integration and intent to persist, ultimately leading to increased Member Retention. In terms of practical implications, the findings support the conclusion that it is possible to design and implement effective interventions that explicitly aim to increase the sense of institutional and social belonging in order to increase Member Retention. The study adopts an original, interdisciplinary approach by deploying the methodological paradigm deployed and refined over five decades in the field of student retention scholarship within Higher Education, underlining the conviction that there is much to be gained by adopting an interdisciplinary perspective.

scholarly journals IMPACT OF SELF-EFFICACY ON RETENTION BEHAVIOR OF FRESHMAN IN UNIVERSITIES IN KARACHI

2016 ◽  
Vol 55 (2) ◽  
pp. 59-74
Author(s):  
Nosheen Raza ◽  
Kauser Parveen
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Student Retention ◽  
Self Efficacy ◽  
Survey Method ◽  
Public And Private ◽  
Important Concern ◽  
Decision To Stay ◽  
Public And Private Sector ◽  
The Impact

Student retention is an important concern for higher education institutions. The present study tested self-efficacy variable to examine the impact of personal ability of freshmen in their decision to stay in the institution of higher education. The data was collected from both public and private sector universities in Karachi. A survey method was used to collect the data from 645 students from public and private sector universities. The data was analyses on IBM SPSS Statistics 20. The result showed that self-efficacy have a strong influence on intention of freshmen to stay in the same university. The impact of self-efficacy was the same for both public and private sector universities. It was recommended to include self-efficacy as a factor in retention studies

scholarly journals The Relationship between Administrative Intensity and Student Retention and Success: A Three-Year Study

2018 ◽  
Vol 8 (4) ◽  
pp. 159 ◽  
Author(s):  
Kerry Romine ◽  
Rose Baker ◽  
Karla Romine
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Student Retention ◽  
Postsecondary Education ◽  
Graduation Rates ◽  
Secondary Data ◽  
Secondary Data Analysis ◽  
Policy Implications ◽  
Education Student ◽  
Data Set

Through the lens of complexity theory and by utilizing the methodological framework set forth in Gander’s 1999 article regarding internal and external organizational elements of administrative intensity, this secondary data analysis study linked the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates. Representing institutional investments, efforts, and outcomes from 2004 to 2014, three years of data reporting were gathered from the Integrated Postsecondary Education Data Set (IPEDS) and were then cleaned per secondary data analysis techniques. Using canonical correlation analysis, the internal elements of administrative intensity were correlated with student retention and success. Findings indicate the relationships of internal elements of higher education institutions on student retention and success, which was measured by four-year, six-year, and eight-year graduation rates. The discussion includes education policy implications.

The Impact of Wyman’s Teen Leadership Program on College Achievement and Retention

2019 ◽  
Vol 7 (3) ◽  
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Low Income ◽  
First Generation ◽  
Retention Rates ◽  
Leadership Program ◽  
Grade Point ◽  
Teen Leadership ◽  
Postsecondary Access ◽  
The Impact

Low-income, first-generation college students face a host of obstacles on their journeys toward degree completion. Providing effective supports for these students as they navigate their postsecondary experiences is an important determinant of success, the implications of which can be far-reaching. The purpose of the current study discussed in this article was to examine the impact of Wyman’s Teen Leadership Program (TLP) on positive college outcomes for low-income, first-generation students pursuing higher education at Missouri State University (MSU). TLP is a community-based, postsecondary access and success program comprising three developmentally progressive phases that begin when teens are ninth graders and ends after their second year of postsecondary education. During the postsecondary phase of the program, TLP works in close partnership with higher education institutions like MSU to effectively support students through caring relationships and coordinated services. Using a mixed-methods approach, the authors analyzed the college retention rates and grade point averages (GPAs) of 39 TLP participants attending MSU and 82 comparison students with similar background characteristics. Findings revealed statistically higher retention rates and GPAs for TLP participants compared to non-participants. Focus groups were also conducted to better understand the perceptions of TLP participants (n = 15) and TLP staff members (n = 6). Using Schlossberg’s (1989) theory of marginality and mattering as a framework, the authors analyzed focus group responses, from which three overarching themes emerged: relationships, intentional experiences, and self-efficacy. The study findings suggest that postsecondary access and success programs are most effective when their curricula and program experiences are supported by strong and consistent student-adult relationships.

Using Digital Technology to Enhance a Century Old Partnership between University and Cooperative Education Employers

2011 ◽  
pp. 350-358
Author(s):  
Cheryl Cates ◽  
Kettil Cedercreutz ◽  
Anton C. Harfmann ◽  
Marianne W. Lewis ◽  
Richard Miller
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Postsecondary Education ◽  
Work Performance ◽  
Cooperative Education ◽  
Digital Technologies ◽  
Feedback System ◽  
Academic Program ◽  
Student Work ◽  
The U.S

Cooperative Education (the systematic alternation of school and work) creates ongoing partnerships between institutions of higher education and their corporate partners. The beauty of co-op is that it allows feedback on student work performance while the student is enrolled in an academic program. The objective of this project was to use emerging digital technologies to capture partnership information and channel it back to faculty in charge of curriculum development for summative and formative purposes. The project was funded by the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE) through the grant Developing a Corporate Feedback System for Use in Curricular Reform. The project resulted in a system that captures the level and uniformity of student work performance and reports the data both numerically and graphically both separately and in combination. Performance uniformity as a measure is important, as it illustrates how well all students in a group absorb the instruction.

A Study on the Impact of Learning Analytics to Evaluate Students' Performance in Higher Education

2018 ◽  
pp. 19-27
Author(s):  
Neerja Singh
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Massive Scale ◽  
Overall Performance ◽  
The Impact ◽  
The Way

Learning analytics is receiving increased awareness because it helps educational institutions in growing student retention, enhancing student fulfillment, and easing the burden of accountability. Although those massive-scale issues are worthy of attention, schools may additionally be inquisitive about how they can use learning analytics in their personal guides to assist their students. In this chapter, the authors define learning analytics, the way it has been used in educational establishments, what learning analytics tools are available, and how college can make use of facts in their publications to reveal scholar overall performance. Finally, the authors articulate several problems and uncertainties with the usage of learning analytics in higher education.

scholarly journals Deposition of Pesticide to the Soil and Plant Retention During Crop Spraying: The Art State

2018 ◽  
Vol 10 (12) ◽  
pp. 104 ◽  
Author(s):  
Asma Allagui ◽  
Hassouna Bahrouni ◽  
Youssef M’Sadak
Keyword(s):  
Climatic Factors ◽  
Retention Rate ◽  
Complex Problem ◽  
Climatic Conditions ◽  
Droplet Behavior ◽  
Long Time ◽  
Phytosanitary Treatment ◽  
Available Information ◽  
The Impact ◽  
Impact Of Pesticides

Environment pollution related to pesticides has been confirmed by the scientific community for a long time, but the available information on the impact of this phenomenon on human health and the ecosystem are still insufficient. Contamination of the environment can occur through various pathways, ground deposits during the application of pesticides to crops are one of those pathways. The retention rate of sprayed droplets is an important factor both for the efficacy of the phytosanitary treatment and the quantities of lost pesticides on the ground. This paper presents an overview of factors that affect spray droplet behavior, involved process in sprayed drop fate and the mainly techniques for measuring pesticide deposits to the ground and plant retention. We present studies that have focused on pesticide retention and soil deposition during crop spraying in relation to sprayer equipment, used formulation and climatic factors. Plant retention and pesticide deposits during spray is a complex problem depending mainly on physical sprayer parameters, climatic conditions, spray properties and chemical formulation. By illustrating the large variety of analytical methods during the recently years, it aims to explain that it is always possible to assess the impact of pesticides in all compartments of the environment. The use of concerned molecules and natural collectors is the safest to evaluate the real situation, but the use of tracers and artificial targets is both very reported and safety for the environment.

scholarly journals The Impact of Distance Education on University Retention Rates

2018 ◽  
Vol 6 (11) ◽  
pp. 48-62
Author(s):  
Emily Breit ◽  
Samuel Schreyer
Keyword(s):  
Distance Education ◽  
Retention Rate ◽  
Retention Rates ◽  
Public And Private ◽  
Non Profit ◽  
Freshmen Retention ◽  
University Retention ◽  
The Impact ◽  
Education Courses ◽  
The U.S

This study uses new measures of distance education to assess the impact on retention rates at 4-year public and private non-profit universities in the U.S. We present evidence that the percent of undergraduates enrolled exclusively in distance education courses reduces a university’s freshmen retention rate, particularly for institutions with a relatively low median SAT score.  We find no clear evidence of lower retention rates when undergraduates are enrolled in a combination of on-campus and distance education courses.  These findings suggest increased enrollment through distance education can come at the expense of lower retention.

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