Attrition at an Australian University

Baumgart, Neil; Johnstone, James N.

doi:10.1080/00221546.1977.11776574

Cited by 15 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Proactive: activities should proactively seek to engage students, rather than waiting for a crisis to occur, or the more motivated students to take up opportunities. Students who most need support are the least likely to come forward voluntarily (Baumgart and Johnstone 1977, Bentley and Allen 2006, Chickering and Hannah 1969, Dodgson and Bolam 2002and Eaton and Bean 1995. If students have to opt in it is important to making it transparent how students can and should engage, and why.…”

Section: Methodsmentioning

confidence: 99%

What works? Facilitating an effective transition into higher education

Thomas¹

2013

wide particip lifelong learn

View full text Add to dashboard Cite

Improving student retention and success by enhancing transition and the first year experience is widely accepted as an institutional priority. This paper draws on evidence from a three-year programme: 'What works? Student retention and success' in England, involving seven projects and 22 higher education institutions. This study identified the importance of student engagement and belonging. Student engagement enables belonging through: supportive peer relations; meaningful interaction with staff; developing knowledge, confidence and identity as successful HE learners and, an HE experience relevant to students' interests and future goals. The "What works" model emphasises: early engagement; having an explicit academic purpose; and developing student and staff capacity to engage/be engaging. Focusing on transition (pre-entry interventions, induction and learning and teaching in the first semester/year) this paper presents specific examples that have had an impact, and relates them to the What works model to evaluate their implementation and outcomes. It concludes with a reflective checklist to assist readers to improve transition.

show abstract

Section: Methodsmentioning

confidence: 99%

What works? Facilitating an effective transition into higher education

Thomas¹

2013

wide particip lifelong learn

View full text Add to dashboard Cite

show abstract

“…Other studies failed to discover an association (Aitken, 1982;Baumgart & Johnstone, 1977;Bean, 1980;Disque, 1983;Enos, 1981;Kowalski, 1977;Staman, 1980;Steele, 1978).…”

mentioning

confidence: 91%

Perceived Quality of Academic Advising: The Effect on Freshman Attrition

Metzner

1989

American Educational Research Journal

View full text Add to dashboard Cite

Using data from 1,033 freshmen at a public urban university, this study examined the effect of the perceived quality of academic advising on student attrition in a model of the student attrition process. High-quality advising negatively influenced attrition through effects on GPA, satisfaction in the role of a student, the value of a college education for future employment, and intent to leave the university. Low-quality advising was related to greater attrition than was high-quality advising, but, on the other hand, low-quality advising was associated with less attrition than no advising at all. The effect size of the advising variables suggested that a more extensive provision of high-quality advising might be considered as one strategy in a multifaceted institutional effort to reduce freshman attrition.

show abstract

“…Much of the research in the sphere of adaptation to university either relies explicitly on Baker and Siryk's (1984) theoretical taxonomy, or the constructs that constitute a subset of their taxonomy (Javed, 2016). Baker and Siryk based their taxonomy on a review of the literature on adaptation to university extant at that time and characterised university entrants' adaptation to university under four broad categories: academic adaptation (Baumgart & Johnstone, 1977;Borow, 1947), social adaptation (Wright, 1973), personal-emotional adaptation (Kramer, 1980), and institutional attachment (Munro, 1981).…”

Section: Categories Of Adaptationmentioning

confidence: 99%

Adaptation Challenges Faced by Pakistani University Entrants

Javed

2019

SUCCESS

View full text Add to dashboard Cite

This paper reports on a study conducted to explore the challenges faced by Pakistani university entrants in adapting to university culture. Several studies have been conducted on first-year experience and challenges faced by students in adaptation to university culture globally. However, this was the first study conducted on this topic in the Pakistani context. Key adaptation categories studied were: academic, social, linguistic, and environmental adaptation. The data was collected through a quantitative questionnaire dispensed to 180 first year undergraduate students enrolled in a public-sector university in Pakistan. The findings revealed that many of the adaptation challenges faced by the Pakistani university entrants in this study are similar to those in the Western contexts and other international settings. However, this study also found that some demands of the university culture pose bigger challenges to the Pakistani university entrants.

show abstract

Attrition at an Australian University

Cited by 15 publications

References 7 publications

What works? Facilitating an effective transition into higher education

What works? Facilitating an effective transition into higher education

Perceived Quality of Academic Advising: The Effect on Freshman Attrition

Adaptation Challenges Faced by Pakistani University Entrants

Contact Info

Product

Resources

About