An Analysis Of Graduation Rates At Research Universities

Veenstra, Cindy P.; Herrin, Gary D.

doi:10.18260/1-2--434

Cited by 2 publications

(2 citation statements)

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“…It is Common knowledge that completion of studies within the stipulated time is the goal of every student. A study of large universities in the USA (Veenstra & Herrin, 2006) found out that private universities had higher completion rates than public universities. In Nigeria, Albar and Onye (2016) observe that completion rates in public universities were very low because of frequent lecturer strikes.…”

Section: Issn: 2663-9319mentioning

confidence: 99%

Relationship between Instruction Cultures and Students’ Retention in Chartered Christian Universities in Kenya

Ngala¹

2019

Editon Cons. J. Curr. Educ. Stud.

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The role of this study was to establish the relationship between instruction cultures and student retention in Chartered Christian Universities in Kenya. The study was based on Students’ Integration Theory by Tinto (1993) and Cultural Model of Educational Management by Bush (2011). Descriptive survey research design was adopted. The targeted population was 604 year four students, 12 Academic Deans, 5 chaplains, 5 Finance Managers, and 5 Deans of students in the Chartered Christian Universities. Census method was used to sample the respondents. Interviews and questionnaires were employed in collecting data. The questionnaire was piloted and then tested for reliability using test-retest method and was validated by experts. Qualitative data was analysed and presented. Quantitative data was analysed using descriptive statistics. SPSS version 22 was applied in data analysis. Pearson Product Moment Correlations Co-Efficient and regression analysis were computed to establish relationships between the two variables. Embedded Design for mixed methods was used to integrate and present quantitative and qualitative data outcomes. It was found out that religious cultures were related to student retention (r=0.482; p=0.000) and therefore, the null hypothesis was rejected while the alternate hypotheses adopted. The study recommends that chartered Christian universities in Kenya should take advantage of their religious cultures and should find policies to strengthen the existing cultures as they develop new ones. Additionally, the Ministry of Education should develop policies that could facilitate student retention and review the existing policies on students’ retention in institutions of higher learning. Moreover, further research should be conducted.

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Section: Issn: 2663-9319mentioning

confidence: 99%

Relationship between Instruction Cultures and Students’ Retention in Chartered Christian Universities in Kenya

Ngala¹

2019

Editon Cons. J. Curr. Educ. Stud.

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“…As used in many large research universities, graduation rates are reported through 6-year graduation [2]. Also, TAMU engineering students are required to graduate with a "high-impact experience", which includes a global program or internship [3].…”

Section: B Graduation and Retention Ratesmentioning

confidence: 99%

Engineering Learning Community Introduction to Research Abroad A 5 year Assessment

Alves,

Myint,

Medina-Cetina

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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In this position since July 2012, she developed and implemented a multi-year strategic plan on global education programs that led to measurable outcomes such as increase in student participation and learning, as well as faculty engagement in global programs in the College of Engineering. Some of her most significant accomplishments are establishing a shared vision among stakeholders by jointly developing and implementing the strategic plan, and leading her team to double student participation in global programs while elevating the value and impact of the global program on the students' learning experience; establish new models of global experience (global research and internship, global virtual courses, and multidisciplinary project-based field trips); and create and implemente many long-lasting global programs in collaboration with faculty members and international partners. Dr. Alves commenced her employment at Texas A&M in 2005 as Assistant Director for Latin American Programs. In that position, her most impactful accomplishments were the development and implementation of education and research programs in partnership with Brazil; some of these programs are still in place today. She also supported the establishment of the TAMU Soltis Center in Costa Rica. Three awards she is most proud of are the 2021 International Education Administrators (IEA) Fulbright France Award, the TAMU Tradition of Excellence Award in 2007, and winning the Women's Tennis NCAA Division-2 National Championship in 2001 with the Lynn University team. Dr. Alves speaks three languages fluently (Spanish, Portuguese, and English) and conversational-level French. She holds a Ph.D. in Higher Education Administration and a MS in Marketing from Texas A&M University.

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An Analysis Of Graduation Rates At Research Universities

Abstract: is a Ph.D. Candidate in Industrial and Operations Engineering at the University of Michigan. She is a quality consultant and has an interest in applying Quality Engineering techniques to Engineering Education research. Her professional affiliations include ASEE, ASQ and INFORMS.

Cited by 2 publications

References 1 publication

Relationship between Instruction Cultures and Students’ Retention in Chartered Christian Universities in Kenya

Relationship between Instruction Cultures and Students’ Retention in Chartered Christian Universities in Kenya

Engineering Learning Community Introduction to Research Abroad A 5 year Assessment

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