Learning Communities: A Sound Investment in Higher Education

University and college leaders are tasked with enhancing student outcomes with fewer resources. Student retention is one such key outcome of interest for many policy makers as well as for university administrators. Over the years, administrators have turned to High Impact Practices (HIPs) such as Learning Communities (LCs) to aid in retention. This quantitative study explores the impact LCs have on student retention at a large R1 university in the Midwest. Additionally, the financial return on investment in LCs at this institution is measured via tuition dollars generated from students who are retained as a result of their participation in a LC at the institution. Two key findings of this study are that LCs are positively associated with increased odds of student retention, and that investing in LCs makes good financial sense. Our research contributes to the scholarship on retention attributable to LCs and provides researchers and practitioners with a “template” to evaluate the efficacy of specific retention initiatives in relation to their financial return on investments.

Characterizing Nonreturning College Students and Their Departure Intentions

Success for 4-year universities is often measured by graduation and retention rates; however, gaps exist in understanding nonreturning students at private institutions. Recent research is helping to build the lexicon of drop-outs, stop-outs, opt-outs, and transfer-outs to inform strategic retention initiatives. Using an action research method, we characterized 1,091 students into designated subclasses and utilized exit interviews, advising notes, and university surveys to theme their departure intentions. Findings reveal transfer-outs to be the largest subclass, with departure reasons being summarized within themes of university experience and fit, health, academic, and financial. Recommendations are made for university administrators and retention offices related to exit survey questions, broadening success metrics, and to focus on specific student characteristic groups.

Accountability in educational dialogue on attrition rates: Understanding external attrition factors and isolation in online law school

Australian higher education institutions have focused on attrition rates with increased vigour in light of the introduction of a new student success metric tied to attrition rates. Online programs have been of particular concern given persistently high attrition rates, being roughly double that of programs delivered either face-to-face or in blended online/face-to-face mode. This study considers attrition theory as it has evolved for the online environment with particular reference to the role of external risk factors such as employment, and internal factors, such as social integration. The study presents data from a 2018 survey of students enrolled in a fully online law school program at an Australian university (n = 203). The data reveals a cohort with an array of external attrition risk factors, who are not only time poor but experience a strong sense of isolation. The study contributes to the attrition literature by providing insights into effective educational design and delivery aimed at student retention. Implications for practice or policy Online program convenors ought to consider the attrition risk factors at issue in their cohort before designing comprehensive retention initiatives and plans. Instructors ought to consider external attrition factors, such as family and employment demands, when selecting and designing student assessments. Instructors ought to realistically appraise retention initiatives, such as social media initiatives, to address internal risk factors of perceived isolation and institutional commitment.

Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools

Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.

Building a Culture of Inclusiveness That Supports the Latinx Student

Large disparities exist in educational achievement gaps between minority student and other ethnicities. Texas state agencies, funding institutions, policymakers, and educators are strategizing to address these issues. Through retention initiatives, focused on integrating mentoring components, and grant funding, leaders hope to increase minority student retention and completion. Based on the findings from a phenomenological study of Hispanic male students at a community college in South Texas, which incorporates retentions initiatives and mentoring services, it is the author's contention that building a culture of inclusiveness can have positive effects on student success.

A Research on Employee Retention in Sacred Heart College (Autonomous), Tirupattur

Many colleges experience increase in attrition and it has great impact on the performance of the colleges. Objective of this study is to find why employee are leaving their job and propose retention initiatives. The research instrument used to obtain data was questionnaire. A total 200 employees are there in the college. By using random sampling a total of 140 employees were interviewed using questionnaires. Correlation analysis is used to test the inter correlation between the variable. Correlation result shows that the two variables of motivation and job satisfaction were correlated with employee retention in the college. Same tool has been used to determine the relationship between the variables namely the relationship of the management with the staff and the factors influencing this relationship to grow stronger. Results indicate attrition is associated with compensation provided for the additional working hours to the staff and their selection process. These findings clearly indicate that in order to retain the best talented employees in the college, taking care of the employees by having good relationship with them is a must.

Unique Competences of Expatriate Managers

The article reviews the competences of expatriates (specifically expatriate managers), including personality attributes, in the light of the available literature on the subject matter. To-date empirical studies and theoretical investigations demonstrate various competences and sets of personality attributes, as a significant component of the competences expected from the expatriates. These competences including personality attributes are discussed in the context of international selection decisions, new employee orientation programs, development and retention initiatives. Expatriate managers are assigned for specific tasks. Various dimensions of cultures and peculiarity of the tasks assigned determine success factors of the expatriates’ performance. Only expatriates who present unique competences, including unique personality attributes, can face local challenges and become successful.

Impact of Job Satisfaction Upon the Retention of Bahamian Special Educators

<p>Escalating attrition rates among all sectors of employment negatively impacts the efficiency of education systems globally. This dilemma has impacted special education for decades. The departure of special educators leaves public education systems devoid of quality educators. Understanding the influence of job satisfaction upon employee retention plays a vital role in developing effective teacher retention initiatives. The purpose of this qualitative study, which consisted of 12 participants, was to determine the influencing factors of Bahamian special educators’ withdrawal from the educational system. Job Satisfaction and Social Cognitive Career Theory grounded this study and emphasized the influence of educators’ experiences upon their career decisions. Data were collected using semi-structured interviews, focus group, and analyzed through open coding. Findings revealed that <a></a>Bahamian special educators withdraw from special education because of critical factors (a) lack of support, (b) inadequate training, and (c) burnout, resulting in poor job satisfaction. </p>

Impact of Job Satisfaction Upon the Retention of Bahamian Special Educators

<p>Escalating attrition rates among all sectors of employment negatively impacts the efficiency of education systems globally. This dilemma has impacted special education for decades. The departure of special educators leaves public education systems devoid of quality educators. Understanding the influence of job satisfaction upon employee retention plays a vital role in developing effective teacher retention initiatives. The purpose of this qualitative study, which consisted of 12 participants, was to determine the influencing factors of Bahamian special educators’ withdrawal from the educational system. Job Satisfaction and Social Cognitive Career Theory grounded this study and emphasized the influence of educators’ experiences upon their career decisions. Data were collected using semi-structured interviews, focus group, and analyzed through open coding. Findings revealed that <a></a>Bahamian special educators withdraw from special education because of critical factors (a) lack of support, (b) inadequate training, and (c) burnout, resulting in poor job satisfaction. </p>