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1.
European universities are facing demands for better student retention, especially in countries where state funding is no longer based on the number of students, but on the number of graduates. An extensive literature on retention focuses on the characteristics of students who leave higher education without a degree. Much less is known about the measures taken by higher education institutions to encourage study progress. This article examines whether retention strategies are incorporated into the institutions’ overall strategies and the policies and activities developed by universities to foster study progress and enhance retention rates. The results suggest that the universities’ overall strategies and retention activities are loosely coupled and that the universities tend to use blanket measures addressing retention, regardless of why students are leaving.  相似文献   

2.
The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability.  相似文献   

3.
随着教育市场化与信息化进程的推进,学生保持越来越受人关注了,而传统的学生资源管理方法已经很难适应新的教育环境。在此篇文章中我们简述了分类挖掘技术并分析了学生保持工程中的学生流失问题,在此基础上,我们将决策树分类模型运用到学生资源数据仓库的挖掘系统中,并取得了较好的效果。  相似文献   

4.
User retention is a major goal for higher education institutions running their teaching and learning programmes online. This is the first investigation into how the senses of presence and flow, together with perceptions about two central elements of the virtual education environment (didactic resource quality and instructor attitude), facilitate the user's intention to continue e-learning. We use data collected from a large sample survey of current users in a pure e-learning environment along with objective data about their performance. The results provide support to the theoretical model. The paper further offers practical suggestions for institutions and instructors who aim to provide effective e-learning experiences.  相似文献   

5.
ABSTRACT

Student attrition remains a persistent problem within the Australian higher education sector. Contributing factors include financial, reputational and quality issues, which can pose significant risks for a university’s sustainability. Institutional culture is fundamental to decisions student make about withdrawing or remaining in higher education. Therefore, student retention requires a sustained, deeply embedded commitment from all parts of the institution, placing student experience at the forefront of all activities in the student lifecycle. Applying a lifecycle approach to the way in which institutions think about student retention benefits students by providing comprehensive and consistent support. Given that less is known about how professional staff contribute to student academic learning journeys as part of whole of institution responses to student retention, this paper focusses on the contributions that professional staff make within the student lifecycle and how they can most readily map their contributions to student retention and success.  相似文献   

6.
Understanding persistence in adult learning   总被引：4，自引：1，他引：3  
The paper summarizes recent data on the retention and non‐completion patterns of adult students, especially those over the age of 25 who have had a gap since completing full‐time education. While data on further and higher education suggest that older learners are less likely than younger ones to complete longer, qualification‐bearing programmes, central statistics do not distinguish between students in their early‐to‐mid 20s, many of whom still have much in common with those in their late teens, and those in their 30s, 40s and 50s whose lifestyles, learning goals and aspirations are often qualitatively different.

The section on retention data is followed by a summary of the reasons for not completing courses commonly cited by adults learning in conventional education settings, and reflection on whether these are significantly different from those cited by younger students and students in open or distance learning programmes. The paper ends with a summary of the kind of factors that might increase adult retention rates in both kinds of learning programme.

For the purposes of this paper, ‘adults’ are defined as those over the age of 25 who have had a gap since completing full‐time education.  相似文献   

7.
To improve student retention in distance education, Simpson suggested in 2003 that institutions analyse their own retention characteristics and ‘spot the leaks.’ In 2008 the Centre for Distance Learning at Laidlaw College, New Zealand, employed two part‐time academic support coordinators in an effort to improve student retention and success. This study compares the retention statistics for first‐time student outcomes across two semesters, one without and one with specific course retention interventions. Results are benchmarked across national data. Interviews with students who were retained revealed that students frequently attribute their success to their own efforts. Student support services in distance education might therefore be perceived by its beneficiaries as a ‘hygiene’ factor (Herzberg, 1968, 2008) in that their presence is not generally appreciated by students. However, their absence is noticed. The similarity of this finding with Shin’s institutional transactional presence (2002, 2003) is also explored.  相似文献   

8.
稳定的教师队伍是学校教育高质量发展的基石。研究采用中西部5省16787位在职教师的调查数据,通过二元logistic回归分析教师选拔方式、学校保留策略对中小学教师留任意愿的影响。研究发现:城乡教师的留任意愿存在显著差异;通过不同选拔方式进入教师队伍的教师留任意愿存在显著差异,且存在城乡异质性;学校保留策略对教师留任意愿均存在显著影响,且城乡样本无显著差异;学校综合办学水平越高,教师留任意愿越强;学历越高,职称越高,年龄越小的教师留任意愿越低。研究建议:城乡地区采取差异化的教师补充方式,县城及以上地区在公开招考教师之余,通过“定向培养”和“代课教师转正”方式扩大高质量教师供给,缓解县城学校大班额现象;乡镇和村屯要以公开招考为主,将招聘符合教师质量要求的代课教师作为重要的补充方式;学校要运用多样的保留策略,增加教师职业发展机会、决策参与程度和行政支持力度,减轻教师工作压力或稳步提高教师薪酬;学校管理者需重点关注新任职、高学历和高职称教师的发展,提高教师留任意愿。  相似文献   

9.
Student retention in higher education might be prioritised by funding authorities and universities but robust measurement of non‐completion is elusive. This investigation explores untapped data sources to enrich understanding of non‐completion. The analysis features the main undergraduate course in a part of a large UK university with retention concerns. Three data sources were explored; Registry, course administration and electronic information systems. Discrepancies emerged in data from them, with students' electronic engagement data revealing withdrawal patterns not evident in the other sources. The departures profile revealed by the information systems data is used to conjecture association between type of departure and stage of departure drawing on time‐based retention models. The analysis also draws on material from focus groups of course administrators and tutors. The results demonstrate a new way of pinpointing and quantifying non‐completion over time, electronic footprint analysis, which provides an additional basis for formulating and monitoring retention strategies. While not explaining why individuals withdraw, they reveal more about when they appear more likely to do so. Using data already captured they constitute feasible means of improving retention.  相似文献   

10.
利用现有的挖掘技术中的K‐means聚类分析对开放教育滞留生的数据进行了分析,对开放教育中收集到的两类滞留生的数据,根据滞留的性质不同,分别设置了不同的观测变量,利用K‐means聚类分析,划分出聚类中心,得出了影响学生滞留的关键性因素。  相似文献   

11.
With digitisation and the rise of e‐learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper‐based course materials, registration, admissions and support services to the mobile, always‐on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self‐organising maps, to generate conversations, shared inquiry and solution‐seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates.  相似文献   

12.
Retention of female faculty is an important issue for institutions of higher education aiming for excellence and diversity. However, an essential first step in understanding retention is to examine what contributes to career satisfaction for academic women. This study is based on data from a census survey of faculty conducted in 1996 at a Research I university located in the Midwest. Using Hagadorn's (2000) model for conceptualizing faculty job satisfaction, the study identifies domains of environmental condition, departmental climate, and demographics that play a role in female faculty's overall career satisfaction.  相似文献   

13.
The purpose of this study is to compare alternative teacher education programs in English as a foreign language (EFL), biology, and mathematics to traditional programs in the same subjects. To do this, we analyzed data on all of the students who studied in the aforementioned programs during 2009 and 2010 in the largest college of education in Israel—a total of 91 students from the alternative and 74 from the traditional programs. The study used administrative data provided by the college and by the Ministry of Education. The study examined the following aspects: performance during initial training, success during the induction period, retention rates in the first 5 years of teaching, and the characteristics of their placement in schools.

?Findings indicate great variation among the 3 alternative programs. Of the 3, only the mathematics program exhibited high rates of entry into teaching and high retention rates. The programs in English, both alternative and traditional, produced the lowest percentages for both graduates and teacher retention. Additional findings reveal the tremendous difficulties faced by the education system to recruit, train, prepare, and finally, retain high-quality teachers within the system.  相似文献   

14.
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15.
The South Carolina Advanced Technological (SC ATE) Center of Excellence is establishing a model for postsecondary reform of mathematics, science, engineering technology, and communications education through its mission of increasing the quantity, quality, and diversity of engineering technology graduates from two-year technical colleges. An integrated, problem-based curriculum, collaborative teaching strategies, and extensive active learning techniques - together with faculty and student teams - form the cornerstone of the SC ATE approach. Two major instructional components have been developed: Technology Gateway, also known as pre-engineering technology, and the first-year engineering technology core (ET Core). Just-in-time delivery of mathematics concepts and other subject matter is an important component of the integrated curriculum. The SC ATE approach to technician education is greatly improving student retention in challenging engineering technology programs. Student confidence in mathematical ability is increasing, along with student capabilities in working in teams in an integrated curriculum setting. SC ATE is partially funded by the National Science Foundation and the South Carolina State Board for Technical and Comprehensive Education.  相似文献   

16.
《Exceptionality》2013,21(1):11-28
Recent focus on the reading skills of primary school children has led to the increase of funding for early literacy programs targeting students at risk for reading failure. In this study, self-reports of the frequency of currently advocated early literacy practices in Grades 1 through 3 were entered into regression models in an effort to predict mean language arts scores and passing rates on a 3rd-grade state examination, grade level retention, and referral for special education assessment. Regression models were also compared to models predicting rates of special education referral and retention. Findings indicate that the effect of early literacy practice on school-level outcomes depends on the measure used as an indicator of improvement. Explicit skill instruction was a significant predictor of higher passing rates on a state examination, as well as lower rates of referrals for special education assessment. However, explicit skills instruction was also a predictor of higher rates of grade retention. Holistic focus was associated with higher rates of referral for special education assessment, as well as lower retention rates. Programs that included a parent-child reading feature were associated with both lower rates of referral and grade retention. Findings are discussed in light of research in classroom environments and school reform.  相似文献   

17.
This paper studies the causal effect of grade retention in primary school on juvenile crime in Chile. Implementing a fuzzy regression discontinuity design, we find that repeating an early grade in primary school decreases the probability of committing a crime as a juvenile by 14.5 percentage points. By estimating and simulating a dynamic model, we show that the RD result is mainly driven by two mechanisms related to the timing of grade retention. First, grade retention in early grades decreases the probability of grade retention in late primary school grades. Second, late grade retention in primary education has a positive and more relevant effect on crime than the direct effect in early grades. Our findings support the argument that, conditional on the decision to keep grade retention as an ongoing policy, the optimal implementation at the margin is to retain students in early grades in order to avoid retention in later ones.  相似文献   

18.
Abstract

This study demonstrates the positive effects on achievement in academic subjects (English language arts, mathematics, science) and overall grade point average (GPA) of the New York City Board of Education-City University of New York Tech-Prep model. This model uses medical laboratory technology as its career area. In addition, this study shows that the model is gender neutral. Furthermore, this study makes evident that high school students who graduate from this Tech-Prep program enter college better prepared than non-Tech-Prep students (as indicated by their freshman placement examination results), have fewer required remedial courses, have higher college GPAs, and have higher retention/completion rates. These data indicate that Tech-Prep, which links occupational education with academics for career and postsecondary education preparation, is a model for educational reform.  相似文献   

19.
A review of research on deaf students in higher education reveals a significant body of knowledge about the barriers these students face in gaining access to information in the classroom. Much less is known about the potential solutions to these problems. In addition, there is a dearth of research on the effectiveness of such support services as interpreting, note taking, real-time captioning, and tutoring, particularly with regard to their impact on academic achievement. This article summarizes relevant research and suggests directions for educational researchers interested in enhancing academic success and the retention of deaf students in higher education programs.  相似文献   

20.
Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention.  相似文献   

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