The role of academic and non-academic factors in improving college retention: ACT policy report

Lotkowski, Veronica A.; Robbins, Steven B.; Noeth, Richard J.

doi:10.1037/e420492008-001

Cited by 251 publications

(263 citation statements)

References 35 publications

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“…The work of Lotkowski et al (2004) suggests that confidence and motivation play a key role in retention. In terms of the design aspects advanced through the Quality Function Deployment construction, the use of consulting projects and technical workshops are activities that require a great deal of engagement and application; indeed, successful completion of such activities may bolster confidence and achievement motivation within the participating student.…”

Section: Discussionmentioning

confidence: 99%

“…In past few years there has been some research on dynamics of small group impact on student development (Gellin, 2003); fewer studies have focused on retention and marketability (Astin, 1984) (Lotkowski et al, 2004). However, some work is available on the subject, and this body of work, as discussed below, suggests that student groups indeed offer positive outcomes to students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The work of Lotkowski et al (2004) focuses on methods to facilitate student retention. The study assessed various aspects of student life, both academic and non-academic, in an effort to understand the factors that influence student retention.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To accomplish this goal, it makes sense that the activities of such a club must not only address the needs of potential employers (Peter D. Hart Research, Inc., 2006) (Tugend, 2013), but also the interests of the students, facilitating the social interaction necessary to benefit student retention (Lotkowski et al, 2004) and critical thinking development (Tsui, 1998). An industry tool that relates the needs of the customer to the design of a process, product, or service is Quality Function Deployment (QFD).…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

How to Build It So They Come: Using the Interrelationship Quality Function Deployment Matrix to Design a Professional Business Student Club

Luciano¹,

Bolo-Blum²,

Lokietek³

et al. 2016

brcacadje

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This case study focuses on how the operational tool of interrelationship matrix of Quality Function Deployment (QFD) tool was used by a group of operations management students to design an on-campus branch of a national professional organization, specifically the American Society for Quality (ASQ). To develop the QFD interrelationship matrix, secondary research was conducted to establish the Voice of the Customer (VoC) requirements in terms of potential future employers of business students. Because these requirements were derived from secondary sources, the weights of the importance of the requirements were considered uniform, as the research sources did not identify emphasis of any one requirement in preference of another. Primary research was also conducted by use of a business student focus group to identify the types of activities students would find desirable, thereby encouraging their alignment with the ASQ student group. Such activities constituted the design requirements of the group. These requirements were further weighted by the focus group and correlated to the VoC requirements to determine the specific student group activities that would be most advantageous to facilitate future employment opportunities for business students. The two key pursuits identified through the QFD process were live consulting projects and technical workshops. The results are useful for advisors and leaders of professionally-linked student groups in any profession as well as university career development offices.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

How to Build It So They Come: Using the Interrelationship Quality Function Deployment Matrix to Design a Professional Business Student Club

Luciano¹,

Bolo-Blum²,

Lokietek³

et al. 2016

brcacadje

View full text Add to dashboard Cite

show abstract

“…This has become an even greater focus as the student population has become increasingly diverse, and more first-generation students are enrolling in college (Heinisch, 2016;Soria, Lingren Clark, & Coffin Koch, 2013). Orientation plays a pivotal role in transitioning students to post-secondary educational environments (Lotkowski, Robbins, & Noeth, 2004).…”

Section: Introductionmentioning

confidence: 99%

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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With increased public pressure to impact student success, assess student learning and increase completion outcomes at community colleges, mandatory orientation can be an important first step on the path to success. Colleges also need to identify opportunities for assessing co-curricular learning in student affairs programs and functions. This study describes the process of implementing a mandatory new student orientation at a community college in Colorado. The program assessment included data collection at the individual student level to document student learning, and more broadly to demonstrate that the program contributed to increases in student retention outcomes and documented student learning from the beginning of the college transition process. The authors found statistically significant differences in student learning about key on boarding topics following orientation and the new student orientation also contributed to a seventeen percent increase in fall to spring retention of new students.

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Health and academic success: A look at the challenges of first-generation community college students

2016

Journal of the American Association of Nurse Practitioners

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Background Community colleges in the United States serve more than six million students and are the gateway to postsecondary education for individuals from typically underserved populations such as low‐income, ethnic minorities, and first‐generation college students. First‐generation college students are defined as students whose adoptive or natural parents’ highest level of education was a high school diploma or less. Postsecondary education has the potential to reduce both health and socioeconomic disparities. First‐generation community college students face significant economic, social, and cultural barriers to academic success and are the most at risk for “dropping‐out.” Purpose The purpose of this brief report was to explore what is known about social, psychological, and physical factors that impede first‐generation community college students’ academic success. Conclusion Little is known about potential health and psychological barriers experienced by first‐generation community college students that impact academic achievement. Advanced practice nurses (APNs) on community college campuses are in the ideal position to identify and treat health issues, and conduct much‐needed research into these areas. College health centers are an important practice setting for APNs to provide direct care to students as well as influence college policies that improve student health, well‐being, and promote academic success.

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The role of academic and non-academic factors in improving college retention: ACT policy report

Cited by 251 publications

References 35 publications

How to Build It So They Come: Using the Interrelationship Quality Function Deployment Matrix to Design a Professional Business Student Club

How to Build It So They Come: Using the Interrelationship Quality Function Deployment Matrix to Design a Professional Business Student Club

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Health and academic success: A look at the challenges of first-generation community college students

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