Student retention and engagement in higher education

Tight, Malcolm

doi:10.1080/0309877x.2019.1576860

Cited by 184 publications

(128 citation statements)

References 156 publications

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“…Higher education institutions have long been concerned with student retention, with the aim that once students register for their education, they should remain and complete their course effectively, gaining the knowledge that they require. However, student attrition has emerged as a significant and expensive challenge for higher education institutes worldwide [2]. Until recent times, the central focus of institutional and governmental policy was on broadening entrance to higher education for inadequately represented groups [3].…”

Section: Introductionmentioning

confidence: 99%

Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

Cherian

Jacob

Qureshi

et al. 2020

Journal of Open Innovation: Technology, Market, and Complexity

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Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels.

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Section: Introductionmentioning

confidence: 99%

Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

Cherian

Jacob

Qureshi

et al. 2020

Journal of Open Innovation: Technology, Market, and Complexity

View full text Add to dashboard Cite

show abstract

“…First, the lack of relationship between persistence and engagement is in line with prior research challenging Tinto's (1975) applicability of Tinto's model of student attrition with regard to more racially and ethnically diverse student populations (Gonzalez & Morrison, 2016;Nora, 1987). Second, despite the preponderance of this model within higher education literature (Tight, 2019), the original research focused solely on four-year colleges. Excluding two-year institutions has garnered significant criticism because they often enroll higher rates of Hispanic students than their 4year counterparts (Adelman, 2005).…”

Section: Discussionmentioning

confidence: 74%

“…Tinto's (1975) seminal research highlighted the impact of students' feelings of belongingness on college retention. Given this variable's frequent usage within higher education research (Tight, 2019), it was selected for inclusion. The BPS:12/14 variable used for institutional belonging was BELONG.…”

Section: Institutional Belongingmentioning

confidence: 99%

Strengths-based Indicators of Success in Hispanic Undergraduates

Schulthes¹,

Dykeman²

2020

Preprint

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By the year 2026, it is estimated that Hispanic students will make up the largest share of undergraduates enrolled in American colleges and universities. Despite increases in enrollment, this population is also one of the least likely to earn an eventual credential. Factors such as pre-college preparedness (e.g., SAT scores or high school grade point averages) and socioeconomic barriers are often cited as explanations for this attainment and persistence gap. In seeking to understand this issue, it is essential to go beyond the deficit-oriented conversation and instead shift the emphasis toward how higher education professionals can leverage students’ strengths in supporting their academic success. It is essential to delve into the factors that impact Hispanic student achievement. Using data from the Beginning Postsecondary Students (BPS) study 12/14, this secondary data analysis study explores the impact of strengths-based variables such as highest credential expected, perceived likelihood of attaining a credential, level of connectedness with their institution, and gender on Hispanic students’ outcomes with regard to credential attainment and/or persistence. Results showed that while gender and level of connectedness held no significant predictive value, students’ academic self-efficacy (perceived likelihood of attaining a credential) and goal-setting (highest credential expected) did have an impact on three-year persistence and graduation rates. Implications for practice and recommendations for future research are discussed.

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“…The starting point was the discussion of whether students spend enough time studying, but our idea was to situate this discussion in a broader understanding of students’ study practices. Hence, the article offers the broader approach to student engagement called for by Tight (2019). We perceive students’ engagement in their studies as a continuous process of balancing different interests and expectations related to the studies as well as to other realms of life.…”

Section: Purpose and Approach Of The Studymentioning

confidence: 99%

Balancing Time – University Students’ Study Practices and Policy Perceptions of Time

Ulriksen

Nejrup

2020

Sociological Research Online

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A particular concern in Danish higher education policy is how much time students spend studying, often addressed as ‘study intensity’ (defined as number of hours per week spent studying). This article discusses this concept and explores how students perceive the time they spend studying. We draw on ethnographic fieldwork, interviews and workshops among second-year students at four study programmes at a Danish research-intensive university: two in natural sciences, one in humanities, and one in social sciences. We found that students live their lives across different realms where only some relate to their university studies. The students continuously balanced their time between different activities and requirements. While students studied following time schedules, they also expressed a qualitative perception of time, for example, distinguishing between the work effort and the mental effort they put into studying. Spending time on study activities therefore does not necessarily mean investing mental, qualitative time. The emphasis on ‘study intensity’, and time as quantity in higher education policy and in student-engagement surveys fails to capture what drives students’ study practices, and policy measures run the risk of being detrimental to the study quality.

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Student retention and engagement in higher education

Cited by 184 publications

References 156 publications

Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

Strengths-based Indicators of Success in Hispanic Undergraduates

Balancing Time – University Students’ Study Practices and Policy Perceptions of Time

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