The Application of a Model of Turnover in Work Organizations to the Student Attrition Process

Bean, John P.

doi:10.1353/rhe.1983.0026

Cited by 307 publications

(267 citation statements)

References 19 publications

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“…Previous work by Tileng, Wiranto and Latuperissa (2013) gave confidence to utilize this basis within Universitas Terbuka context. The origin of the study was Servqual and satisfaction integrated with prominent constructs within retention and/or persistence (Tinto, 1982(Tinto, , 1993(Tinto, & 1997 and attrition (Bean, 1983(Bean, & 1985. It makes such a progress in understanding elements of Servqual, satisfaction and retention (Hanaysha, Abdullah & Warokka, 2011).…”

Section: Related Literature and Frameworkmentioning

confidence: 99%

Validating student satisfaction related to persistence, academic performance, retention and career advancement within ODL perspectives

Sembiring

2015

Open Praxis

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Student satisfaction associated with persistence, academic performance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual) dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was collected proportionally and purposively followed by congregating them through unified interviews. Population was 1,814 Universitas Terbuka students domiciled overseas; 350 questionnaires were dispersed, 169 completed. Satisfaction was assessed by examining Servqual dimensions. Importanceperformance analysis (IPA) and customer-satisfaction index (CSI) were applied to measure satisfaction and the level of its importance. Structural equation model (SEM) was then employed to examine influencing variables. Nine hypotheses developed were all validated by the analysis. Responsiveness, assurance, tangible, reliability, and empathy were in harmony to satisfaction. Career advancement, retention, academic performance, and persistence were influenced by satisfaction. Qualitative inquiry implemented afterwards was basically coherent with the quantitative findings.

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Section: Related Literature and Frameworkmentioning

confidence: 99%

Validating student satisfaction related to persistence, academic performance, retention and career advancement within ODL perspectives

Sembiring

2015

Open Praxis

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“…Subsequent studies have demonstrated that these factors have a powerful influence on the most minority sectors. Bean (1983Bean ( , 1995 adds a psychological perspective: a person's attitudes and behaviour and external factors have a major influence on persistence (family support, family responsibilities, economic resources, etc). This author incorporates the characteristics of the productivity model developed in the context of work organizations into Tinto's model.…”

Section: Insert Table 1 Herementioning

confidence: 99%

Student dropout rates in Catalan universities: profile and motives for disengagement

Gairín

Triadó-Ivern

Condom

et al. 2014

Quality in Higher Education

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Abstract:Data from over 21,600 students who had left Catalan higher education institutions during the academic years 2000-2001 and 2001-2002 has been analysed in order to describe the academic and personal profiles of university dropouts. Additionally, a telephone survey and face-to-face interviews with a pilot group of leavers were undertaken to gather additional qualitative information on the reasons for their decision. The influences on non-completion can be reduced to three main factors, among which dissatisfaction with the quality of the students' experience, family and work responsibilities, as well as economic difficulties, are prominent.Analysis conducted showed no significant differences among Catalan higher education institutions, the dropout percentages ranging from 28% to 33%. These rates should be understood within a context of broad access to higher education. Within the European Higher Education Area (EHEA) scenario, the findings have triggered institutional endeavours to improve the quality of the students' and teachers' experience.

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“…à l'entrée à l'université. Le modèle initial de Bean (1980) et ses développements ultérieurs (Bean, 1983 ;Bean & Metzner, 1985) se distinguent du modèle de Tinto en relevant avant tout l'impact des facteurs environnementaux (encouragement de la famille et des amis, opportunités de changement d'université, difficultés financières) et celui des intentions comportementales (intention de persévérance) dans l'étude de la persévérance (Bean & Vesper, 1990 ;Cabrera, Castaneda, Nora et al, 1992 ;Cabrera, Nora & Castaneda, 1993). Selon Bean, les expériences sociales et académiques influencent la perception par l'étudiant de différentes facettes de la vie universitaire, comme la qualité de l'établissement, la satisfaction des cours, les relations avec les amis et enseignants, etc.…”

Section: Le Modèle Intégratif De Cabreraunclassified

“…Les auteurs constatent une supério-rité du sentiment d'efficacité personnelle acadé mique, faisant référence à la confiance dans la capacité à réaliser des tâches académiques avec succès, telles que la préparation d'un examen ou la rédaction d'un travail, par rapport à des mesures moins spécifiques. Les résultats de cette métaanalyse suggèrent qu'entre Enfin Torres et Solberg (2001) ont réalisé une étude prédisant les intentions de persévérance et la santé psychologique et physique de 179 étudiants latinoaméricains sur base de quatre variables théoriques : le sentiment d'efficacité personnelle académique (Bandura, 1986), la perception du stress, la perception du soutien de la famille (Bean, 1983) et l'intégra-tion sociale (Tinto, 1987) …”

Section: La Théorie Du Sentiment D'efficacité Personnelleunclassified

Étude de trois facteurs clés pour comprendre la persévérance à l’université

Schmitz¹,

Frenay²,

Neuville³

et al. 2010

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Recherches en éducation | 2010La pédagogie universitaire : un courant en plein développement Étude de trois facteurs clés pour comprendre la persévérance à l'université (Tinto, 1975(Tinto, , 1997Bean, 1980) (Wigfield & Eccles, 2000 ;Eccles & Wigfield, 2002 ;Kahn & Nauta, 2001) soulignent à la fois l'importance des expériences sociales et académiques vécues lors de la transition à l'université et l'importance de l'ajustement entre les caractéristiques individuelles et institutionnelles ; d'autre part, les modèles motivationnels

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The Application of a Model of Turnover in Work Organizations to the Student Attrition Process

Cited by 307 publications

References 19 publications

Validating student satisfaction related to persistence, academic performance, retention and career advancement within ODL perspectives

Validating student satisfaction related to persistence, academic performance, retention and career advancement within ODL perspectives

Student dropout rates in Catalan universities: profile and motives for disengagement

Étude de trois facteurs clés pour comprendre la persévérance à l’université

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