A Temporal Investigation of Factors Related to Timely Degree Completion

DesJardins, Stephen L.; Ahlburg, Dennis A.; McCall, Brian P.

doi:10.1080/00221546.2002.11777168

Cited by 72 publications

(87 citation statements)

References 23 publications

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“…The underlying theory is that ability of students lowers their educational costs and increases their motivation (DesJardins et al. ). Thus these two inputs aim to capture the quality of students on arrival at university (i.e.…”

Section: Methodsmentioning

confidence: 99%

A Directional Distance Approach Applied to Higher Education: An Analysis of Teaching‐related Output Efficiency

Barra

Zotti

2015

Ann Public Coop Econ

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This paper applies a data envelopment analysis (DEA) method to assess technical efficiency of both private and public universities in Italy. A directional distance function approach has been applied in order to handle both desirable (i.e. number of graduates) and undesirable (i.e. number of dropouts) outputs. The findings based on a panel from academic year 2003/2004 to 2007/2008 reveal the presence of interesting geographical (both by macro areas and regions) and ownership (private, public) effects. Several quality and quantity proxies have also been used in order to check whether the estimates depend on the output specification. Finally, the possible evidence of variation in the universities' performances by subject of study has been taken into account in order to check whether the results are still consistent comparing universities within subject rather than across subjects.

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Section: Methodsmentioning

confidence: 99%

A Directional Distance Approach Applied to Higher Education: An Analysis of Teaching‐related Output Efficiency

Barra

Zotti

2015

Ann Public Coop Econ

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“…Otro de los resultados encontrados por los autores es que los niveles de retención decrecen a mayor edad de ingreso de los estudiantes. DesJardins et al (2002) modelan el abandono y la culminación como dos eventos que se determinan conjuntamente en el marco de modelos de riesgos competitivos. Los autores analizan una muestra de estudiantes de la Universidad de Minnesota.…”

Section: Revisión De La Literaturaunclassified

Trayectoria estudiantil: Determinantes de la deserción y culminación del ciclo educativo de estudiantes universitarios

2019

Inter-Cambios

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Citación recomendada ARIM, Rodrigo; KATZKOWICZ, Noemí (2017). Trayectoria estudiantil: Determinantes de la deserción y culminación del ciclo educativo de estudiantes universitarios. InterCambios, vol. 4, n.° 2. Trayectoria estudiantil: Determinantes de la deserción y culminación del ciclo educativo de estudiantes universitarios 1 Student Paths-Dropout and Completion Determinants of the Education Cycle of University Students Resumen El presente trabajo analiza ciertos factores que pueden influir en las tasas de abandono y

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“…Timely graduation is also of paramount importance for administrators, policy makers, parents, and students themselves (DesJardins, Ahlburg, & McCall, 2002). Most students entering 4-year institutions do not graduate within the customary four years need to complete the BEYOND GPA requirements of their program.…”

Section: The Four Years At the Universitymentioning

confidence: 99%

Beyond Grade Point Average of University Students: Theoretical Foundations for the Achievement as a Process Approach with an Empirical Illustration

Gaudreau¹

2018

Preprint

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Psychological research in tertiary education typically follows the achievement as an outcome approach in which the focus is placed on inter-individual differences in the achievement level of students (e.g., semester GPA, cumulative GPA). In this article, the achievement as a process approach is proposed to reconceptualise academic achievement as a developmental story with far reaching consequences. Three principles are articulated to posit that the trajectory of academic achievement differ across students (principle #1) and that such inter-individual differences are consequential (principle #2) and far reaching (principle #3) predictors of long-term success of students (e.g., retention, timely graduation). An empirical illustration is presented and results of growth curve analyses indicate that (a) an achievement shock during the first year, (b) a bounce back effect during the second year, and (c) continuous improvement during the junior and senior years improves our capacity to predict long-term success of university students and outperforms the typical predictors used by universities. This new approach has far reaching consequences for the management, services, policies, and research agenda of people working to promote the success of students. Six broad implications are delineated to steer research and practices in novel, needed, and promising directions across tertiary education and beyond.

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A Temporal Investigation of Factors Related to Timely Degree Completion

Cited by 72 publications

References 23 publications

A Directional Distance Approach Applied to Higher Education: An Analysis of Teaching‐related Output Efficiency

A Directional Distance Approach Applied to Higher Education: An Analysis of Teaching‐related Output Efficiency

Trayectoria estudiantil: Determinantes de la deserción y culminación del ciclo educativo de estudiantes universitarios

Beyond Grade Point Average of University Students: Theoretical Foundations for the Achievement as a Process Approach with an Empirical Illustration

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