A Conceptual Model of Nontraditional Undergraduate Student Attrition

Bean, John P.; Metzner, Barbara S.

doi:10.2307/1170245

Cited by 170 publications

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“…Building on Tinto's earlier work (1975), Bean and Metzner (1985) developed a model of attrition, reflecting the experiences of non-traditional undergraduate students.…”

Section: Theoretical Framementioning

confidence: 99%

“…Non-traditional undergraduate students are those who are older (i.e., 25 and above; Stewart & Rue, 1983), enrolled parttime, non-residential, commute to campus, or represent some combination of these characteristics (Bean & Metzner, 1985). Understandably, this population of students is thought to undergo a socialization process different from that of traditional students like those conceptualized in Tinto's model (1975).…”

Section: Theoretical Framementioning

confidence: 99%

“…Non-traditional students may have different experiences with and potential for institutional commitment and academic and social integration. Bean and Metzner (1985) suggest that this variation may be, in part, because older students exhibit more characteristics associated with maturity. They may, therefore, be less open to socialization processes.…”

Section: Theoretical Framementioning

confidence: 99%

“…Juxtaposing the experiences of traditional and non-traditional learners, for non-traditional students there may be (a) more limited interactions with faculty and peers as well as with college services (i.e., more limited social integration, as per Tinto, 1975), (b) similarity in academic focus and experience (i.e., work experience that parallels the classroom), (c) much greater interaction with the external, noninstitutional environment (e.g., work and family commitments), (Bean & Metzner, 1985), and (d) different expectations of the university and the classroom (Houser, 2005).…”

Section: Theoretical Framementioning

confidence: 99%

“…Based on the differences identified between traditional and non-traditional students, Bean and Metzner (1985) conceptualized students' decisions to drop out as predicated on four general types of variables. The first of these are background factors, including students' demographics, past academic performance, and educational goals and expectations.…”

Section: Theoretical Framementioning

confidence: 99%

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Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University

Nadasen

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2016

OLJ

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Students' re-enrollment in the subsequent semester after their first semester at a four-year institution is a strong predictor of retention and graduation. This is especially true for students who transfer from a community college to a four-year institution because of the many external or non-academic factors influencing a student's decision to re-enroll. This research study examines student learner characteristics and course-taking behaviors at the community college and first-term GPA at a four-year institution to predict the likelihood of re-enrollment for 8,200 students from two community colleges who transferred to an online, public, four-year institution. The logistic regression models showed that gender, age, and first-term GPA at the four-year institution were significant predictors of re-enrollment. These findings contribute to the growing literature on transfer students and may provide researchers and practitioners a greater understanding of how community college factors influence the progression and success for transfer students at four-year institutions.

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“…Building on Tinto's earlier work (1975), Bean and Metzner (1985) developed a model of attrition, reflecting the experiences of non-traditional undergraduate students.…”

Section: Theoretical Framementioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

See 3 more Smart Citations

Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University

Nadasen

List

2016

OLJ

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Profile of the nontraditional doctoral degree student

Offerman

2011

New Dir Adult Contin Educ

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What type of individual pursues a nontraditional doctoral degree? Although answering this question is the main purpose of this chapter, there is an underlying story that provides context for how and why these individuals came to pursue a doctoral degree. The tremendous growth in the number of doctoral students and doctoral degree-granting institutions over the last fifty years signals a significant change in the nature of the degree and those who pursue it. Historically, the doctoral degree and the power that comes with it were available only to a few privileged, primarily white men. Today, access to doctoral programs has opened up and doctoral degrees are increasingly being earned by women and people of color. This shift has enriched individuals, society, and the world of work.

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2004

ASHE‐ERIC High. Edu. Rept.

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C OLLEGE STUDENT DEPARTURE poses a long-standing problem to colleges and universities that attracts the interest of both scholars and practitioners. Approximately 45 percent of students enrolled in two-year colleges depart during their first year, and approximately one out of every fourth student departs from a four-year college or university (American College Testing Program, 2001). These departure rates varied little between (American College Testing Program, 2001. These rates of departure negatively affect the stability of institutional enrollments, budgets, and the public perception of the quality of colleges and universities. Braxton, Sullivan, and Johnson (1997) call this problem the "departure puzzle."The departure puzzle greatly interests scholars and practitioners for different reasons. Practitioners express an interest in solving this puzzle to manage the enrollments of their colleges and universities. This puzzle intrigues scholars because departure not only is a problem worthy of attention in its own right but also offers a window on the nature of the college student experience (Braxton, Sullivan, and Johnson, 1997). Through this window, a better understanding of the student college choice process and the effects of college on students may result. Moreover, the considerable energy expended by high school students, their parents, high school counselors, and college admissions officers in the college selection process also makes college student departure a puzzling phenomenon (Braxton, Sullivan, and Johnson, 1997).The departure puzzle has been the object of empirical attention for more than seventy years (Braxton, 2000a). During the past twenty-five years, considerable progress on understanding this puzzle has occurred (Braxton, 2000a). Understanding and Reducing College Student Departure Understanding and Reducing College Student DepartureSocial integration pertains to the extent of congruency between the individual student and the social system of a college or university. Tinto holds that social integration occurs both at the level of the college or university and at the level of a subculture of an institution (Tinto, 1975, p. 107). Social integration reflects the student's perception of his or her degree of congruence with the attitudes, values, beliefs, and norms of the social communities of a college or university.Tinto postulates that academic and social integration influence a student's subsequent commitments to the institution and to the goal of college graduation. The greater the student's level of academic integration, the greater the level of subsequent commitment to the goal of college graduation. Moreover, the greater the student's level of social integration, the greater the level of subsequent commitment to the focal college or university (Tinto, 1975, p. 110). The student's initial levels of commitments-institutional and graduation goal-also influence his or her levels of subsequent commitments. In turn, the greater the levels of both subsequent institutional commitment and commitment ...

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A Conceptual Model of Nontraditional Undergraduate Student Attrition

Cited by 170 publications

References 0 publications

Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University

Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University

Profile of the nontraditional doctoral degree student

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