The Relationship between Institutional Expenditures and Degree Attainment at Baccalaureate Colleges

Autor/in	Ryan, John F.
Titel	The Relationship between Institutional Expenditures and Degree Attainment at Baccalaureate Colleges
Quelle	In: Research in Higher Education, 45 (2004) 2, S.97-114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1023/B:RIHE.0000015691.02545.61
Schlagwörter	Expenditures; Educational Finance; Educational Attainment; Decision Making; Academic Persistence; Money Management; Graduation Rate; Higher Education + Suchen Sie Ihr Suchwort? Ausgaben; Bildungsfonds; Bildungsabschluss; Bildungsgut; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Enhancing student persistence and effectively managing financial resources present important challenges to higher education. Surprisingly, existing student persistence and attrition models offer little insight into the potential links between institutional expenditures and student persistence. This study examines the impact of institutional expenditures on 6-year cohort graduation rates at 363 Carnegie-classified Baccalaureate I and II institutions. The results suggest a positive and significant relationship between instructional and academic support expenditures and cohort graduation rates. As a result, researchers might consider ways to integrate expenditure variables into student persistence models. Institutions also might seek out ways to shift financial resources to areas that enhance student persistence and degree attainment. Additional research may serve to strengthen student persistence frameworks and improve links between persistence research and financial decision making in colleges and universities. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10