The Knowledge Discovery and Data Mining (KDDM), a growing field of study argued to be very useful in discovering knowledge hidden in large datasets are slowly finding application in Higher Educational Institutions (HEIs). While literature shows that KDDM processes enable discovery of knowledge useful to improve performance of organisations, limitations surrounding them contradict this argument. While extending the usefulness of KDDM processes to support HEIs, challenges were encountered like the discovery of course taking patterns in educational datasets associated with contextual information. While literature argued that existing KDDM processes suffer from the limitations arising out of their inability to generate patterns associated with contextual information, this research tested this claim and developed an artefact that overcame the limitation. Design Science methodology was used to test and evaluate the KDDM artefact. The research used the CRISP-DM process model to test the educational dataset using attributes namely course taking pattern, course difficulty level, optimum CGPA and time-to-degree by applying clustering, association rule and classification techniques. The results showed that both clustering and association rules did not produce course taking patterns. Classification produced course taking patterns that were partially linked to CGPA and time-to-degree. But optimum CGPA and time-to-degree could not be linked with contextual information. Hence the CRISP-DM process was modified to include three new stages namely contextual data understanding, contextual data preparation and additional data preparation (merging) stage to see whether contextual dataset could be separately mined and associated with course taking pattern. The CRISP-DM model and the modified CRISP-DM model were tested as per the guidelines of Chapman et al. (2000). Process theory was used as basis for the modification of CRISP-DM process. Results showed that course taking pattern contextualised by course difficulty level pattern predicts optimum CGPA and time-to-degree. This research has contributed to knowledge by developing a new artefact (contextual factor mining in the CRISP-DM process) to predict optimum CGPA and optimum time-to-degree using course taking pattern and course difficulty level pattern. Contribution to theory was in extension of the application of a few theories to explain the development, testing and evaluation of the KDDM artefact. Enhancement of genetic algorithm (GA) to mine course difficulty level pattern along with course taking pattern is a contribution and a pseudocode to verify the presence of course difficulty level pattern. Contribution to practise was by demonstrating the usefulness of the modified CRISP-DM process for prediction and simulation of the course taking pattern to predict the optimum CGPA and time-to-degree thereby demonstrating that the artefact can be deployed in practise.

Time to degree is a key factor in institutional productivity and managing the costs of college for students and families. While there is a robust body of empirical and theoretical work addressing baccalaureate degree completion and persistence, much less is known about the factors that affect time to degree. Most importantly, the institutional factors associated with time to degree have been largely unexamined, with a primary focus on the characteristics of students who delay graduation. As a result, it is unclear if students or institutions should be the target of policy interventions. This dissertation is comprised of three quantitative studies that examine supply- and demand-side factors that contribute to timely—or not so timely—completion using statewide longitudinal student-level data from Texas. The first study uses a discrete-time hazard model to analyze a rich set of institutional and student factors that influence the choice between on-time graduation, late graduation, dropout, and ongoing enrollment. The second explores the impact of student transfer on time to degree and one possible mechanism for delay using propensity score matching analysis. The third examines excess credit accumulation, specifically how the number of credits an institution requires for graduation affects student course-taking behavior using fixed effects analysis. Results suggest time to degree is a complex phenomenon and both student and institutional factors are significantly associated with time to degree. Student transfer and credit requirements are associated with excess credit accumulation and longer times to degree. Supply side policy strategies targeting institutional resources, transfer, and graduation credits are promising, although there is evidence that strategies aimed at improving efficiency can be in tension with strategies that improve equity in higher education and degree completion. / text

Over the years, the time that students take to attain the doctorate, particularly in Education, has been increasing. Given the cost incurred in preparing students, the decrease in years of productivity in the chosen professions, and other opportunity costs, this trend is of great concern to students, the university, and society at large. This dissertation examined the timing of doctorate attainment and the factors related to this timing. Using secondary data (N=1,028 students), discrete-time multilevel hazard analysis was employed to determine the relationship between various factors and the timing of doctorate attainment in a College of Education. Complementary to the quantitative analyses, four student and two faculty focus groups and four follow-up student interviews were conducted to identify factors perceived to influence time to attainment of the doctorate (TTD) in one College of Education at a state university. Discrete-time multilevel hazard analysis revealed that the median TTD in Education was 5.8 years; students were most likely to attain the doctorate in the seventh year. In each year during the observation period, students' master's grade point average (GPA) score at admission, percentage of female students in the program, and mean graduate record examination (GRE) quantitative score in the program were each positively associated with the odds of doctorate attainment; whereas the size of the department housing the program was negatively associated with the odds of doctorate attainment. Female students were more likely than males to attain the doctorate in each year during the observation period, however, the difference disappeared when clustering of students into programs was considered. According to students, the way program expectations and requirements are communicated, the nature of the dissertation committee formed, and dissertation topic chosen each had a strong association with TTD. Faculty perceived that whether a student enrolls part-time or full-time, the amount and quality of academic preparation received, and the nature of academic guidance, mentoring and supervision received, each had a strong association with TTD. Both students and faculty concurred that the nature and arrangement of program tasks and resources and the desire to work and attain goals despite obstacles encountered had strong associations with TTD. Implications for policy and practice and suggestions for future research are discussed.

Thesis advisor: Rebecca Schendel / Over the past several decades, the number of students participating in international academic programming has increased drastically, having quintupled in from the early 1990s to 2017. Many of these students have participated in increasingly popular short-term programming models where students spend less than eight weeks in an international location doing academic coursework. Considerable research exists tying the participation in study abroad experiences to positive institutional and academic outcomes such as increased institutional retention and academic performance. Underrepresented in this literature is the impact these experiences have on smaller institutions, such as private liberal arts colleges, which are increasingly looking for ways to diversify themselves in a crowded educational marketplace. Using the case study of Moon Crest College, this quantitative study uses statistical and regression analysis to determine if participation in short-term study abroad experiences have a relationship with institutional retention and time-to-degree. This analysis finds at Moon Crest College a statistically significant relationship between participation in short-term study abroad experiences and graduating from the institution. This study found no clear relationship between participation in these experiences and time-to-degree rates at Moon Crest College. / Thesis (MA) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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The purpose of this study was to determine factors impeding rapid completion of the dissertation. The population studied was 1990-95 graduates of the Department of Leadership and Policy Studies (formerly the Division of Administrative and Educational Services) of the College of Education at Virginia Tech. Two hundred ninety-four surveys were mailed. The total of potential eligible responses was 263. The total of returned, usable surveys was 192, for a return rate of 73 percent. There was one primary research question, with four sub-questions: Are there any student characteristics that can be used as flags for potential problems with completion of the dissertation? 1.Are there any personal characteristics associated with time to completion of the dissertation? 2.Are there any student situational conditions associated with time to completion of the dissertation? 3.Are there any research capabilities associated with time to completion of the dissertation? 4.Are there any aspects of committee dynamics associated with time to completion of the dissertation? Two statistical procedures were followed: linear regression analysis to determine predictors of time to completion of the dissertation, and Chi-square analysis of the independent variables against speed of completion to determine which variables are most closely associated with relative time on the dissertation. Regression analysis showed four significant predictors of time to complete the dissertation: how dissertation writing time was scheduled, computer skills at the beginning of the dissertation, perceived difficulties caused by job demands, and changes in advisor or committee membership. These predictors had a total r2 of 189. Chi-square analysis showed that the following variables were significantly associated with time to completion of the dissertation: perceived difficulties caused by lack of access to resources; whether the subject changed full-time employment or took a new full-time position; whether the subject was a member of the Counselor Education Program; emotional support from the subject's employer; perceived difficulties caused by job demands; whether subjects were on-campus or off-campus, and relative distance from resources; how writing of the dissertation was scheduled; and whether the subject was employed full-time during the dissertation. / Ph. D.

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Community colleges are an increasingly important component of the higher education systems in the United States. Community college as a pathway toward a better educated workforce has been emphasized at a national and state level. Virginia’s policy makers set a goal of producing 100,000 new baccalaureate degrees in the Commonwealth by 2025. Critical to meeting this goal is Virginia’s Community College System. In 2005, Virginia passed the Higher Education Restructuring Act which granted students graduating from Virginia’s community colleges with an associate’s guaranteed admission into any state-funded, four-year institution. Building on this earlier policy, Virginia passed The Higher Education Opportunity Act of 2011. This act expanded the role of the community college and placed a greater emphasis on articulation policies and baccalaureate attainment. The effectiveness of articulation policies on community college transfer and baccalaureate attainment has been debated in the academic literature. Some have suggested to measure policy effectiveness, academic outcomes and not transfer rates, must be compared before and after policy implementation. To gauge the effectiveness of Virginia’s guaranteed admission policy, this study examined archival student data for native and transfer students who achieved a junior standing at a single four-year state-funded institution. Furthermore, transfer student baccalaureate attainment rates and time to degree baccalaureate completion were compared before and after policy implementation. The study results showed native students graduated in greater percentages and have lower mean time to baccalaureate completion than transfer students; high school and college GPA are predictors of baccalaureate attainment for transfer and native students; transfer student baccalaureate attainment rates and mean time to baccalaureate completions were lower following policy implementation, or simply, fewer bachelor’s degrees were awarded but those completing a baccalaureate did so in less time after policy implementation. The findings of this study suggest transfer students with baccalaureate aspiration are negatively impacted for attending community college prior to transfer and Virginia’s articulation policy at the study institution had little impact on academic outcomes for transfer students following policy implementation. These single institutional results may suggest modification to Virginia’s articulation policy is necessary to improve academic outcomes for community college transfer students.

This study explored the influences on Doctor of Education (Ed.D.) students who have completed all required coursework for their degree, but have not finished their dissertation, in an effort to identify factors influencing degree completion. Past research documents an increased time-to-degree (TTD) for Ed.D. students, which has a negative impact on K-12 and higher education, as well as on business, government, and society. This study examined Ed.D. students enrolled at a private teaching college in northern California by use of a survey built upon the framework of Bean’s nine themes of college student retention. It analyzed demographic indicators as well as the professional and personal priorities and how these characteristics interface with the demands of completing a doctoral dissertation. The results highlight key differences between Ed.D. students and other graduate and undergraduate students to understand the reasons behind their increased TTD.