Designing Retention Research for Assessment and Enhanced Competitive Advantage

Autor/in	Delaney, Anne Marie
Titel	Designing Retention Research for Assessment and Enhanced Competitive Advantage
Quelle	In: Tertiary Education and Management, 14 (2008) 1, S.57-66 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
Schlagwörter	School Holding Power; Private Colleges; Longitudinal Studies; College Freshmen; Research Design; Grades (Scholastic); Academic Advising; Satisfaction; Self Esteem; Academic Achievement; Predictor Variables; Admission Criteria; Student Experience; Graduation Rate; College Entrance Examinations; Scores; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Privathochschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienanfänger; Forschungsdesign; Notenspiegel; Akademischer Rat; Zufriedenheit; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Prädiktor; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Studienerfahrung; Aufnahmeprüfung
Abstract	Based on a longitudinal study of entering freshmen at a selective, private college in northeastern USA, this article provides a model for designing retention studies for assessment. Results from discriminant analysis revealed average high school grade, admission rating, and first semester average college grade as significant predictors of graduation. Regression analyses identified average high school grade, first semester average college grade, and satisfaction with academic advising as significant predictors of final average college grade. Perceived impact on intellectual self-confidence and satisfaction with faculty attitude, business courses and sense of community were identified as significant predictors of overall satisfaction. (Contains 3 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10