Download or read book The Principles That Facilitate Successful and Timely Degree Completion written by Elizabeth Paradiso Urassa and published by Xlibris Corporation. This book was released on 2021-02-03 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholarly evidence indicates that almost fifty percent of people who commence higher education delay completing their studies, and other dropouts. Most governments have introduced a policy that requires students to complete their studies within a limited time, especially the research students (master's and doctoral degree students). The implementation of the policy has also caused tension in higher education students' learning and supervision. Academics have debated and written about the problem widely, and it is no longer a discreet encounter for higher education stakeholders. Despite the scholarly effort of disclosing the challenges' depth, no literature has adequately supported students to implement the policy effectively and successfully. This book attempts to fill the gap by guiding higher education students on observing ten major principles for timely and successful completion. If students perceive, learn, and practice the guidance in this book, they will attain their degree anywhere (in a physical setting, online, home, and abroad) worldwide. The principles might be useful in the orientation programs for first-year students in universities and colleges. First, students ought to comprehend factors that might contribute to the delay completion and dropout. Second, they must analyze and communicate their needs and requirements from the beginning of their enrolment while re-examining their association, networking, self-management, and self-leadership. The book also reminds higher education students to build healthy habits to support developing cognitive, affective, and psychomotor domains and remain active and creative. Four categories of students' personalities are discussed to urge students to evaluate who they are and whether they are problem solvers, informers, implementers, or workforce to society. The understanding can support them chose the projects that align with what they are to society. Self-awareness and leadership may make the learning task more manageable, enjoyable, and meaningful, and filling the knowledge gap can be realized timely.

Download or read book Strategies for Timely Degree Completion written by and published by . This book was released on 1995 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Path to Timely Completion written by Jennifer Page Cullinane and published by . This book was released on 2014 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: Time to degree is a key factor in institutional productivity and managing the costs of college for students and families. While there is a robust body of empirical and theoretical work addressing baccalaureate degree completion and persistence, much less is known about the factors that affect time to degree. Most importantly, the institutional factors associated with time to degree have been largely unexamined, with a primary focus on the characteristics of students who delay graduation. As a result, it is unclear if students or institutions should be the target of policy interventions. This dissertation is comprised of three quantitative studies that examine supply- and demand-side factors that contribute to timely--or not so timely--completion using statewide longitudinal student-level data from Texas. The first study uses a discrete-time hazard model to analyze a rich set of institutional and student factors that influence the choice between on-time graduation, late graduation, dropout, and ongoing enrollment. The second explores the impact of student transfer on time to degree and one possible mechanism for delay using propensity score matching analysis. The third examines excess credit accumulation, specifically how the number of credits an institution requires for graduation affects student course-taking behavior using fixed effects analysis. Results suggest time to degree is a complex phenomenon and both student and institutional factors are significantly associated with time to degree. Student transfer and credit requirements are associated with excess credit accumulation and longer times to degree. Supply side policy strategies targeting institutional resources, transfer, and graduation credits are promising, although there is evidence that strategies aimed at improving efficiency can be in tension with strategies that improve equity in higher education and degree completion.

Download or read book Timely Degree Completion written by Burton O. Witthuhn and published by . This book was released on 1996 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Timely Degree Completion written by Jason Alejandro Sumilhig and published by . This book was released on 2016 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study was to examine the successes and setbacks of first-generation and low income transfer students who completed their bachelor's degree within two years upon transferring to the university. This study involved eight logistic regression models using 4,211 student records and 384 surveys as well as identified salient themes and sub-themes using qualitative methodology and analysis of the same 384 surveys and sixteen individual interviews. The three research questions were: 1. What factors are associated with completion of a bachelor's degree within two years of transferring to a 4-year university, for first-generation college students from low income backgrounds? 2. What unique setbacks and successes did first-generation and low income transfer students who graduated within two years experience in comparison to other transfer students? 3. What recommendations do transfer students have to increase graduation rates and reduce time to degree? The researcher used three conceptual frameworks that include social capital, resilience, and academic resilience as the lenses to explore the successes and setbacks of first-generation and low income transfer students who graduated within two years upon transferring. The quantitative results of this study concluded that the following factors were statistically significant and were associated with two-year degree completion for first-generation and low income transfer students: (a) pre-transfer units (p

Download or read book Timely Degree Completion written by Burton O. Witthuhn and published by . This book was released on 1997 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Download or read book Finishing On time written by Diane Vermaaten and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the most significant factors that contributed to on-time undergraduate degree completion. On-time degree completion requires that a student complete all the requirements of their degree within 4.5 years or less. A grounded theory methodology was used to conduct the study. Narrative data was collected through semi-structured interviews. Thirty former students who completed their undergraduate degree at Virginia Commonwealth University were recruited for this study. To be eligible for the study, participants had to have completed their undergraduate degree in 4.5 years or less and graduated between 2004 and 2011. The analysis of the narrative data determined that preparation for on-time completion begins in high school and continues throughout a student's college career. First, high school students who develop 'academic self-esteem' by participating in an honors courses or an early college credit program in high school enter college with the belief, or personal vision, that they can complete their degree in 4 years. However, in cases where the student matriculates without 'academic self-esteem' directed and intensive institutional support is an effective proxy. Next, a student must be self-motivated or determined to complete on-time. They must have an inherent reason for wanting to reach that goal post. However, since the findings indicated that motivation can be internal, external, or both, institutional support can be used as effective tool to develop these qualities where needed. Third, if students are to complete their undergraduate degrees on-time, they must develop a personal plan for accomplishing that goal at the very beginning of their college careers. This plan should be incorporated into the student's academic advising sessions and updated as they acquire the credits required for the completion of their degree. And finally, students should be strongly encouraged to engage in campus life by participating student clubs, organizations, and/or athletics. Participation in campus life encourages persistence and therefore supports on-time completion.

Download or read book Technology written by Burton O. Witthuhn and published by . This book was released on 1998 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Connecting the Parts written by and published by . This book was released on 1997 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Costs of Completion written by Robin G. Isserles and published by JHU Press. This book was released on 2021-12-07 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: To improve community college success, we need to consider the lived realities of students. Our nation's community colleges are facing a completion crisis. The college-going experience of too many students is interrupted, lengthening their time to completing a degree—or worse, causing many to drop out altogether. In The Costs of Completion, Robin G. Isserles contextualizes this crisis by placing blame on the neoliberal policies that have shaped public community colleges over the past thirty years. The disinvestment of state funding, she explains, has created austerity conditions, leading to an overreliance on contingent labor, excessive investments in advisement technologies, and a push to performance outcomes like retention and graduation rates for measuring student and institutional success. The prevailing theory at the root of the community college completion crisis—academic momentum—suggests that students need to build momentum in their first year by becoming academically integrated, thereby increasing their chances of graduating in a timely fashion. A host of what Isserles terms "innovative disruptions" have been implemented as a way to improve on community college completion, but because disruptions are primarily driven by degree attainment, Isserles argues that they place learning and developing as afterthoughts while ignoring the complex lives that define so many community college students. Drawing on more than twenty years of teaching, advising, and researching largely first-generation community college students as well as an analysis of five years of student enrollment patterns, college experiences, and life narratives, Isserles takes pains to center students and their experiences. She proposes initiatives created in accordance with a care ethic, which strive to not only get students through college—quantifying credit accumulation and the like—but also enable our most precarious students to flourish in a college environment. Ultimately, The Costs of Completion offers a deeper, more complex understanding of who community college students are, why and how they enroll, and what higher education institutions can do to better support them.

Download or read book Completing College written by Vincent Tinto and published by University of Chicago Press. This book was released on 2012-04-15 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.

Download or read book College Choice in America written by Charles F. Manski and published by Harvard University Press. This book was released on 1983 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most crucial choice a high school graduate makes is whether to attend college or to go to work. Here is the most sophisticated study of the complexities behind that decision. Based on a unique data set of nearly 23,000 seniors from more than 1,300 high schools who were tracked over several years, the book treats the following questions in detail: Who goes to college? Does low family income prevent some young people from enrolling, or does scholarship aid offset financial need? How important are scholastic aptitude scores, high school class rank, race, and socioeconomic background in determining college applications and admissions? Do test scores predict success in higher education? Using the data from the National Longitudinal Study of the Class of 1972, the authors present a set of interrelated analyses of student and institutional behavior, each focused on a particular aspect of the process of choosing and being chosen by a college. Among their interesting findings: most high school graduates would be admitted to some four-year college of average quality, were they to apply; applicants do not necessarily prefer the highest-quality school; high school class rank and SAT scores are equally important in college admissions; federal scholarship aid has had only a small effect on enrollments at four-year colleges but a much stronger effect on attendance at two-year colleges; the attention paid to SAT scores in admissions is commensurate with the power of the scores in predicting persistence to a degree. This clearly written book is an important source of information on a perpetually interesting topic.

Download or read book Low Income Student Persistence to Timely Graduation as a Function of the Academic Experience written by Troy Johnson and published by . This book was released on 2009 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study seeks to build on and contribute to research about the access to academic success of economically disadvantaged university students. The researchers aimed to answer the broad question, "How can a public university most effectively and efficiently facilitate the access to academic success and on-time degree completion of low-income students?" Information and data were collected from three large, public universities for comparison and analysis of the persistence and timely graduation of their low-income freshmen participating in "access and success" programs at each institution. Each institution has developed and implemented a robust access and success program and are all operating at different phases of development. The study provides predictive characteristics identifying those students who may be most at risk for academic underachievement in their first year. The study also provides insight into student perceptions of program strengths and weaknesses. Taken together, these outcomes may inform the efforts of institutions to more effectively allocate resources in support of low-income student academic success initiatives. A list of bibliography and references is included. (Contains 7 tables and 4 footnotes.).

Download or read book The State of College Access and Completion written by Laura W. Perna and published by Routledge. This book was released on 2013-07-18 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.

Download or read book An Event History Analysis of Time to Degree Completion written by La Reina J. Bates and published by . This book was released on 2012 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an era of increasing demand for college, declining fiscal resources, and the rising costs of undergraduate education, student retention and graduation, especially timely graduation, are important issues facing American higher education today. As state and federal lawmakers, accrediting agencies, and governing bodies demand more accountability for retention and graduation rates from college and university administrators, it is important to develop a better understanding of college student graduation behavior at the institutional level. The study of college student retention and persistence to degree completion has been plagued with methodological problems and inconsistent findings, especially when the longitudinal nature of the process is considered. Event history analysis is a regression-like technique that allows researchers to investigate the timing of graduation while addressing many of the concerns associated with the longitudinal study of college graduation behavior, such as censored cases and time-varying variables. The present study used event history analysis to understand the temporal dimensions of graduation and the factors that affect whether students succeed or fail, particularly at the study institution. Pre-enrollment, enrollment, and financial aid variables were used to model the timing of graduation for three cohorts of first-time, full-time, degree-seeking undergraduate students for a six year period. Consistent with other studies employing event history analysis to student retention and degree completion, adding a time dimension improves our understanding of event occurrence. The present study also provides support for the strong relationship between the longitudinal effects of academic performance while in college (as measured by cumulative GPA) and graduation.

Download or read book Not Crossing the Finish Line written by Renee Lynne Rerko and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on college student retention has been conducted for over four decades. However, the majority of this research focuses on first-year college students, with very few studies focusing on the retention of college seniors. While only a small percentage of college seniors withdraw from their universities, the impact of not obtaining a bachelor's degree after spending so much time and money can be detrimental to students' future economic and social mobility. This study, using Interpretative Phenomenological Analysis (IPA), was undertaken to better understand the decision making process of students who leave college with less than fifteen credits remaining. Participants included ten students who departed from Concordia University, St. Paul (CSP), a small, private, Lutheran university in St. Paul, Minnesota, in their senior year with very few graduation requirements remaining. The decision-making processes of the students interviewed were quite varied, leading to four superordinate themes: Timely Degree Completion, Distrust in the Academic Process, Barriers to Final Degree Completion, and Success without a Bachelor's Degree. While the findings indicated that students make the decision to leave late in the college career for a wide variety of reasons, it is clear from this study that colleges and universities need to focus more on their college seniors and work with them all the way to graduation through continued outreach and support. Also, additional research needs to be conducted to better understand this extremely under researched college student population.