Implications for student dropouts include fewer career options and lower earning potential. The purpose of this study was to investigate faculty perceptions of their roles in the student retention process at a Historically Black College and University (HBCU) in the Southeast United States. Guiding the phenomenological study was Lewin's theory of change model. Data were collected using a questionnaire, interviews, and faculty-student intervention logs. The questionnaire was completed by 32 full-time faculty at the study site. Interviews with 5 participants were conducted after the completion of the questionnaire, and 5 participants provided information via a faculty-student intervention log about strategies used to retain students. Data were analyzed through coding of responses and recorded frequencies to identify themes. Participants reported that they should be involved in retention efforts, and primary retention efforts occurred through the student success program, the retention coordinator, first-year experience course, retention committee, and advising. Participants also reported that their role in student retention is as an advisor, and faculty engagement with students inside and outside of class improves student retention. A process change paper with recommendations for improving student retention was shared with the administration of the HBCU. Findings may be used by leadership at HBCUs to increase retention and graduation rates thereby allowing graduates to pursue careers and function effectively in society.

South Africa is ranked 146th out of a total of 148 countries by the World Economic Forum for its education system and last in science and mathematics, and yet the government spends up to a fifth of its budget on education. Only 40% of pupils who start schooling in grade 1 will pass matric (grade 12), with just 12% maintaining high enough marks to qualify for university entrance. Any research to boost learning in South Africa, at any level, should be welcomed. The primary goal of higher education institutions is to provide education to post-school students, but the institutions need to be financially viable. Most higher education institutions in South Africa rely heavily on financial support from the government in the form of subsidies (up to 40% of total income in some cases) for funding to remain financially viable. Therefore, government subsidies represent a significant investment into higher education and student retention needs more research in South Africa. Many of the universities in South Africa, especially those that are financially sound, do not take much notice of student dropouts and those that do pay attention, do so firstly at the postgraduate level. The return on investment for master’s and doctoral students is much higher than that for undergraduate students. Understanding the basic elements of the funding framework for South African universities is vital in the understanding of financial losses from student dropouts. The underlying factors that determine the base of funding for higher education have remained the same since the introduction of the Holloway formula in 1953 to the current New Funding Formula (NFF), implemented in 2004. Large amounts of funds are still invested in higher education and there is a national shortage of high quality students in scarce skills, in particular students with a postgraduate qualification. Dropouts result in fewer graduates and large amounts of funding and human capital are wasted on educating students who will never complete their studies. Postgraduate studies have a potential greater loss and a prediction of the expected and unexpected loss for these students may encourage institutions to examine student retention more closely. The latter is an area for concern and needs to be assessed and addressed as soon as possible. / MCom (Risk Management), North-West University, Potchefstroom Campus, 2014

South Africa is ranked 146th out of a total of 148 countries by the World Economic Forum for its education system and last in science and mathematics, and yet the government spends up to a fifth of its budget on education. Only 40% of pupils who start schooling in grade 1 will pass matric (grade 12), with just 12% maintaining high enough marks to qualify for university entrance. Any research to boost learning in South Africa, at any level, should be welcomed. The primary goal of higher education institutions is to provide education to post-school students, but the institutions need to be financially viable. Most higher education institutions in South Africa rely heavily on financial support from the government in the form of subsidies (up to 40% of total income in some cases) for funding to remain financially viable. Therefore, government subsidies represent a significant investment into higher education and student retention needs more research in South Africa. Many of the universities in South Africa, especially those that are financially sound, do not take much notice of student dropouts and those that do pay attention, do so firstly at the postgraduate level. The return on investment for master’s and doctoral students is much higher than that for undergraduate students. Understanding the basic elements of the funding framework for South African universities is vital in the understanding of financial losses from student dropouts. The underlying factors that determine the base of funding for higher education have remained the same since the introduction of the Holloway formula in 1953 to the current New Funding Formula (NFF), implemented in 2004. Large amounts of funds are still invested in higher education and there is a national shortage of high quality students in scarce skills, in particular students with a postgraduate qualification. Dropouts result in fewer graduates and large amounts of funding and human capital are wasted on educating students who will never complete their studies. Postgraduate studies have a potential greater loss and a prediction of the expected and unexpected loss for these students may encourage institutions to examine student retention more closely. The latter is an area for concern and needs to be assessed and addressed as soon as possible. / MCom (Risk Management), North-West University, Potchefstroom Campus, 2014

The purpose of this study was to examine the relationship between nonverbal immediacy of community college teachers, both full-time and part-time, and their within-semester student retention rates.

This study investigated enrollment management practices found in higher education. The research identified enrollment management and retention practices described in the higher education literature. These suggested practices were incorporated into a sixty-six question survey that was distributed to a random sample of colleges and universities taken from the 1999 US News and World Report of college rankings. The survey data were used to identify which of the suggested enrollment management practices were of greatest utility. First, the sixty-six items were grouped into 14 categories of enrollment management strategies. Second, the institutional responses for each category were averaged and then correlated with each institution's graduation rate. Finally, each institution's "yes" responses for the entire survey were totaled and correlated with each institution's graduation rate. This study developed a list of the 26 most frequently used enrollment management practices in higher education, and as well, identified the 10 least used enrollment management practices. Given the results of this study graduation rate is not a sufficient criterion to assess enrollment management practices at a college or university. Enrollment management strategies contribute to many institutional and student outcomes; thus, multiple indicators are required to accurately evaluate enrollment management practices.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-16T11:49:15Z No. of bitstreams: 1 Luis Felipe Hortenzi Vilela Braga.pdf: 1732843 bytes, checksum: 0a0ae6dbce91bb5a4d6cd30470ff6c02 (MD5) / Made available in DSpace on 2016-11-16T11:49:15Z (GMT). No. of bitstreams: 1 Luis Felipe Hortenzi Vilela Braga.pdf: 1732843 bytes, checksum: 0a0ae6dbce91bb5a4d6cd30470ff6c02 (MD5) Previous issue date: 2016-06-24 / This dissertation has two main objectives, the first to identify parameters to assess the efficiency and effectiveness of undergraduate education in Accounting and the second generating useful information for strategic planning of the education system, the IES, and of Accounting Courses, by means of student retention factors proposed by Cabrera, Nora and Castanheda (1992).The methodological approach applied descriptive and inferential statistics continuing the Exploratory Factor Analysis, Confirmatory Factor Analysis and finalizing this study with the proposition of a model compound for Structural Equation. The results confirm using the covariance matrix of the structural equation modeling showed that 7 between 12 causal relationships respectively comparing with the model of Cabrera et al. (1992 ). Among the exogenous variables as well as in the reference model the encouragement of close people got more weight in the model of explanation, from a causal relationship 0.885 with academic and intellectual development, and 0.714 from social integration; between endogenous variables academic and intellectual development was the most important factor with a causal relationship 0.720 with commitment to the institution and 0.432 in order to graduating. It was concluded by the results that the adaptation of the model proposed by Cabrera, Nora and Castaneda (1992) and its implementation, were able to identify parameter for management of Accounting courses and contribute to future research, expanding discussions on education, management and vocational training in Accounting / Essa dissertação tem dois principais objetivos, o primeiro identificar parâmetros para avaliação da eficiência e eficácia do ensino de graduação em Ciências Contábeis e o segundo gerar informações úteis, para o planejamento estratégico do Sistema de Ensino, das IES, e dos Cursos de Ciências Contábeis, por meio dos fatores de retenção discente propostos por Cabrera, Nora e Castanheda (1992). Para tanto, foi realizada uma pesquisa aplicada de abordagem qualitativa e quantitativa, utilizando um questionário semiestruturado, de abordagem direta, aplicado a 155 alunos, regularmente matriculados, do segundo ao quarto de graduação presencial em Ciências Contábeis, em uma Instituição de Ensino Superior do interior do Estado de São Paulo, utilizando um modelo adaptado de Cabrera et al. (1992), composto por indicadores organizados e agrupados em fatores sociais, ambientais, cognitivos e comportamentais. A metodologia empregada faz uso da estatística descritiva e inferencial, prosseguindo com a análise fatorial exploratória, análise fatorial confirmatória e finalizando com a proposição de um modelo composto por equações estruturais. Após a aplicação do modelo, os resultados confirmam, por meio da matriz de covariância do modelo estrutural a observação de 7 entre 12 relações causais, comparando-se respectivamente o modelo proposto com o modelo de Cabrera et al. (1992). Entre as variáveis exógenas assim como no modelo de referência, o encorajamento de pessoas próximas foi o fator que obteve maior peso na explicação do modelo, com uma relação causal de 0,885 com desenvolvimento acadêmico e intelectual e 0,714 integração social; entre as variáveis endógenas, o desenvolvimento acadêmico e intelectual, foi o fator mais importante, com uma relação causal de 0,720 com comprometimento com a instituição e 0,432 com o objetivo de se formar. Conclui-se por meio dos resultados, que a adaptação do modelo propostos por Cabrera, Nora e Castanheda (1992) bem como sua aplicação, foram capazes de identificar parâmetro para gestão dos cursos de Ciências Contábeis e contribuir com pesquisas futuras, ampliando as discussões sobre ensino, gestão e formação profissional em Ciências Contábeis

A qualitative phenomenological study was conducted to understand the transition and integration experiences of first-year freshmen who participated in an outdoor orientation program at 2 higher education institutions in the Southeastern United States. Student attrition from the first year to the second year and increased time to degree completion are challenges for a number of higher education institutions in the United States (Hamilton & Hamilton, 2006; Pascarella, Terenzini, & Wolfle, 1986; Tinto, 2006). First-year to second-year attrition and lack of persistence to degree completion may be due to an unsuccessful transition to college, the inability to integrate into the campus community, or a lack of student involvement (Braxton & McClendon, 2001; Tinto, 2006). The research setting included 2 public higher education institutions that offer outdoor orientation programs for incoming first-year freshmen. The sample was purposefully selected, using 4 criterion: (1) first-year students who had participated in a university sponsored outdoor based program prior to their first year of college, (2) students who had successfully completed their first semester of college and remained enrolled as a student during the data collection term of the research, (3) students meeting the definition of traditional age (18-21 years old) college freshmen, and (4) students willing to participate in data collection. Traditional age first-year students who participated in outdoor orientation programs at 2 institutions during the summer 2015, and who were enrolled in the spring 2016, were eligible research participants. The sample chosen provided information-rich, illuminative detail on the phenomenon of first-year student transition and integration to college. Data collection included the creation of 3 concept maps followed by a semistructured in-depth interview. The highest number of mentioned areas on the research participant concept maps included friends, family, and organizations/clubs. A comprehensive support system, the right environment, and engagement in fun campus activities were found to be cornerstones of successful transition and integration to college. The study provides higher education leaders with insight on the lived experiences of first-year student transition and integration as well as evidence related to the impact of first-year experience programs that may guide and enhance institutional efforts.

Freshmen Interest Groups (FIG) programs 'peer support systems for entering students at a public university in the northeast' were believed to contribute to positive retention outcomes, but had not been evaluated to determine their impact on student retention. The rationale for this project study was the absence of formal evaluations to determine retention program effectiveness. The results are important to enrollment management staff and academic program coordinators whose job responsibilities are tied to student retention. Bean's nine themes of college student retention provided the conceptual framework for this study. Research questions considered the likelihood that retention and persistence to graduation outcomes are based on FIG participation, and the likelihood of retention when controlling for the nine themes. Regression analysis examined existing data on a sample of 4,098 students who started at the local campus and should have returned for the 3rd semester. Results showed that participation in the FIG increased the odds of retention by a factor of 1.37, and the odds of persistence by a factor of 1.74. Five of the nine themes 'students' intentions, first-year GPA, housing status, school of enrollment, and ethnicity' had a significant impact on the likelihood of students' retention at the study site. The project study results informed an evaluation report which presents findings and offers recommendations to the administration at the study site. Understanding and promoting student retention and success is of utmost importance to those striving to affect social change through education, and a clear understanding of opportunities to support the development of responsible, productive, and prepared students have both local and far-reaching social change implications.

Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retention in adult basic education programs. Knowles's andragogy theory and Tinto's persistence theory were the theoretical frameworks for this study. The research questions were designed to understand the factors that motivate students to remain engaged in academic courses. Ten students enrolled in a high school equivalency program in a large northeastern city participated in semi-structured, individual interviews. Coding and thematic analysis were used to identify, describe, and interpret the data collected. The findings indicated that factors such as individual drive, the instructor's encouragement and high expectations, relevant topics, and connection to school all contributed to sustain a learner's persistence. A professional development project was designed from the findings to provide instructors with research-based best practices and techniques to increase students' motivation and persistence through active learning experiences in student-centered classrooms. The project will impact social change by helping educators to have more insights on theories about adult learning styles and a deeper understanding of current approaches to inspire active participation, sustain learner motivation, and improve student academic performance.

The purpose of this study was to examine the strict 'no social promotion' policy in place in a large urban Texas school district (Waco Independent School District (WISD), Waco, Texas), and analyze the possible effects of the new promotion policy on student retention rates, curricular programming and student academic outcomes. This study analyzed past retention research, identified gaps in the research literature and developed a new program model/theory to generate areas for research. Next, trends in WISD Texas Assessment of Academic Skills (TAAS) scores and number of retentions over time were examined (1994-2001). Third, the study measured student retention and academic outcomes before and after retention as a function of older and newer school district promotion policy standards (1994-2001) in WISD. Furthermore, the study reviewed the context of retention in relation to a strict 'no social promotion' policy. Next, the study developed an analysis of how the strict 'no social promotion' policy was implemented by administrators and the rewards/challenges encountered. Finally, the study examined the relationship between school district promotion policy on program implementation and on student academic outcomes. Unlike research of the past (retention as an independent variable: retention causes/correlated to low self-esteem and dropping out) the independent variables (processes) affecting student academic performance outcomes were identified as: the conditions of learning/new strict 'no social promotion' policy and the opportunities to learn/ implementation of policy and their affect on student academic performance. A Sequential Mixed-Method Type VIII study was used to identify not only the 'underlying' mechanism(s) (inner workings of the implementation) but to identify and describe the context (the right conditions for learning) of the new strict 'no social promotion' policy and relate them to student outcomes. The most important outcomes were: the significant gains in student academic performance, the increased communication with the community at large, and the increased accountability of all involved. The successes were due to several key factors: the new strict 'no social promotion' policy; the implementation of successful programming and instructional strategies; the opportunities to learn each individual student has had, and the retention appeal process developed by WISD. / text