ANALYSIS OF INSTITUTIONALLY SPECIFIC RETENTION RESEARCH: A Comparison Between Survey and Institutional Database Methods

Caison, Amy L.

doi:10.1007/s11162-006-9032-5

Cited by 38 publications

(37 citation statements)

References 19 publications

(29 reference statements)

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“…The main amendment Tinto added to his model was the suggestion that the level of the student's external commitments, such as family and job commitments, affects both the initial and subsequent level of his or her goals and commitments. Tinto's Model of Institutional Departure (1975Departure ( , 1993 has been subject to extensive testing and examination over the last four decades and has been cited in many studies investigating the attrition problem in which the constructs, hypotheses and postulations of the models were empirically used, tested and critiqued (Barnett, 2006;Berger & Braxton, 1998;Braxton & Lien, 2000;Braxton, Shaw, & Johnson, 1997;Brunsden, Davies, Shevlin, & Bracken, 2000;Cabrera et al, 1992;Cabrera et al, 1993;Caison, 2007;Elkins, Braxton, & James, 2000;Liu & Liu, 2000;Longwell-Grice & Longwell-Grice, 2007;Mannan, 2001;McCubbin, 2003;Pascarella, Duby, & Iverson, 1983;Pascarella & Terenzini, 1979, 1983, 1991, 1995Sandiford & Jackson, 2003;Terenzini, Lorang, & Pascarella, 1981). These studies adopted and tested Tinto's model in different college systems and environments, giving the model more credibility and validity.…”

Section: The Undergraduate Dropout Process Modelmentioning

confidence: 99%

“…This might be because low student retention is a campus-based phenomenon (Berger et al, 2012). Hence, every case has unique characteristics and circumstances that make it difficult to generalise its findings to other cases (Cabrera et al, 1993;Caison, 2007;Chapman & Pascarella, 1983;McInnis & James, 2004). However, the high frequency of these theoretical models and distinguished empirical studies being tested and replicated in other contexts should enhance their generalisability (Cabrera et al, 1992;Ho Yu, DiGangi, Jannasch-Pennell, & Kaprolet, 2010;Pascarella, Terenzini, & Wolfle, 1986).…”

Section: Limitations Of the Student Retention Theoriesmentioning

confidence: 99%

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A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education

Aljohani¹

2016

HES

160

103

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Student retention rate has been a major concern for tertiary institutions around the world since the establishment of formal education. Generally speaking, not every student completes his or her study program. Although students fail to graduate for different reasons, some of them choose to voluntarily withdraw from their study programs. This might affect the image of the tertiary institutions in many different ways including their academic reputation and financial plans. To deal with such critical issue, there is a need for strategies and plans that are based on the findings of scientific research. The literature of student retention in higher education is rich of the theoretical models and empirical studies that gained consideration among researchers and educators over the last four decades. Therefore, some of these studies and theoretical models were comprehensively reviewed and discussed. The purpose of this is to provide researchers, educators and policy makers with a background to this issue and the latest strategies and techniques that help them deal with it as well as to find the common patterns and themes of the mostly reported student attrition factors.

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Section: The Undergraduate Dropout Process Modelmentioning

confidence: 99%

Section: Limitations Of the Student Retention Theoriesmentioning

confidence: 99%

A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education

Aljohani¹

2016

HES

160

103

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“…The IIS has been used in various forms in student retention research and has been found to generally support the predictive validity of the key measurements of Tinto's theory of student integration in identifying first-year students who voluntarily drop out of tertiary institutions (Caison, 2007;French & Oaks, 2004;Mannan, 2001). The IIS possesses desirable traits that were appealing to university students since it was relatively short and easy to administer (French & Oaks, 2004).…”

Section: Description Of Surveymentioning

confidence: 99%

“…Tinto's (1993) Longitudinal Model of Institutional Departure is used as the context for understanding student departure. Researchers have at least partially supported the predictive validity of Tinto's (1993) model by operationalizing the main postulates of the theory and predicting students' decision to re-enroll in the institution (Braxton & Hirschy, 2005;Caison, 2007;Pascarella & Terenzini, 1980). Pascarella and Terenzini (1980) identified faculty as the main factor of students' institutional integration.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The data collected were entered into Statistical Package for the Social Sciences (SPSS) 22. Prior to analysis of the Institutional Institution Scale (IIS), the mean scores of the items were computed for each participant (Caison, 2007;Pascarella & Terenzini, 1980). One score was computed for each of the five sub-scales.…”

Section: Psychometric Properties Of the Instrumentmentioning

confidence: 99%

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Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies.

Cox¹,

Joy²

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Gauging the effect of compositional and curricular diversity on freshman success

Herzog

2010

New Drctns for Instit Rsrch

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Over the past twenty years, a substantial body of research has accumulated that suggests ethnic and racial diversity among college students yields significant educational benefits, including "steeper learning curves" and enhanced cognitive skills, and improved persistence (Brown, 2006;Shaw, 2005;Milem, Chang, and Antonio, 2005; ACE and AAUP, 2000;Chang, 1999). However, reflecting on three decades of studies on the connection between diversity and student learning, Pascarella and Terenzini (2005, p. 130) point out that "all the findings are based solely on student selfreports." Moreover, the accumulated research fails to specifically measure educational benefits associated with ethnic and racial diversity in the classroom (Terenzini and others, 2001).To improve our understanding of how diversity may influence student success, this study estimates the impact of ethnic and racial composition in the classroom on cumulative first-year grades and enrollment persistence of freshmen students at a moderately selective research university. These two first-year outcomes are also correlated with first-year curricular experiences, including estimating the effect associated with taking courses focused on diversity issues. A review of the literature is followed by description of the data, the analytical approach, and discussion of results from the statistical models used to gauge the influence of the variables of interest.

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ANALYSIS OF INSTITUTIONALLY SPECIFIC RETENTION RESEARCH: A Comparison Between Survey and Institutional Database Methods

Cited by 38 publications

References 19 publications

A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education

A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education

Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies.

Gauging the effect of compositional and curricular diversity on freshman success

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