A Case Study on the Effects of Institutional Behaviors on Persistence and Degree Completion

Autor/in	Bice, Patricia
Titel	A Case Study on the Effects of Institutional Behaviors on Persistence and Degree Completion
Quelle	(2018), (205 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-2611-1
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Academic Persistence; Graduation; Undergraduate Students; Public Colleges; Institutional Characteristics; College Seniors; Focus Groups; Semi Structured Interviews; College Faculty; Administrators; School Culture + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Abschluss; Graduierung; College; Colleges; Senior; Hochschule; Fachhochschule; Fakultät; Schulkultur; Schulleben
Abstract	The increased attention to student learning outcomes, student success and graduation rates continues to intensify as the demands from parents, students and government agencies on colleges and universities for accountability continues to build. Since the 1980's there has been a plethora of research on the topic of attrition, retention, student success and degree completion, but only more recently has research begun to investigate the role of institutional behaviors on retention and persistence. The purpose of this case study was to understand how undergraduate, liberal arts majors at a medium size, public college in the Northeast perceive the relationship of college institutional behaviors with their ability to persist and complete a degree. This research study utilized the constructs of Terenzini and Reason's comprehensive model of influences on student learning and persistence (2005) to better understand the effects of institutional behaviors on college degree completion. Data collected consisted of 4 focus groups of students in their senior year, semi-structured interviews with 5 full-time faculty and 7 administrators, and a wide array of college documents. The results were grounded in the perspectives of and experiences of all the participants and contextualized through college documents. The research revealed that while the problem of student retention and persistence is complex and multidimensional, how a college chooses to act, structures itself and places resources can influence and shape the college culture, programs and policies to improve and support persistence to degree. The findings and knowledge generated from this study are expected to inform retention and persistence practices of higher education institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01