Mentoring and Tutoring in the Student Support Services Context

2021

Student Retention and Success in Higher Education "Exploring student success and retention through a cross-section of conceptualisations, definitions, models, approaches, institutions and countries, this book offers a deep and wide range of ideas for consideration. Through the lenses of data, evidence, scholarship, research and reflexivity, the reader is challenged to examine their own and broader assumptions about the complex and challenging areas of University student retention and success".

HETS Online Journal

Education emerged out of the necessity different countries had for better-prepared workers. Well-educated citizens are responsible for taking the best measures for society’s social, financial, and political development (Claudio, 2002). Nevertheless, higher education institutions confront the problem of retaining students and helping them finish their academic degrees. This led me to research the role educational institutions have in retaining students and what should professors do at Bronx Community College (BCC) and other institutions.Objectives: Present academic offering factors related to the pedagogic process and social demands which can affect the retention of students in universities and Bronx Community College. Present strategies that can help with social demands and academic offering factors which influence the retention of students in universities and Bronx Community College. Promote strategies recommended by some retention models (Tinto, 1975, 1987; Bean and Metzner, 1986;...

2007

FEATURE: Barriers to Student Retention and Success on College Campuses Over the course of the next issues of “Student Success,” we will explore three questions about retention on our college campuses. Part I will look at the barriers to student retention, both from the extant literature, but also from interviews and surveys we’ve conducted through our workshops around the US and Canada. Part II will Institutional Strategies. A New Three-Part Series

Journal of College Student Retention: Research, Theory and Practice, 2015

Theoretical models designed to predict whether students will persist or not have been valuable tools for retention efforts relative to the creation of services in academic and student affairs. Some of the early models attempted to explain and measure factors in the college dropout process. For example, in his seminal work, Tinto defined retention as a longitudinal process incorporating both the academic potential of the student and institutional social systems, thus creating a directional model based on continual variance in social commitments that influence academic performance. Others expanded the earlier theoretical models to test the predictive capabilities of these models using logistical regression and structural equation modeling to project college retention rates. As public sectors push for performance-based accountability in federal and state agencies, higher education funding becomes directly linked to academic performance. Critics of performance-based accountability in higher education contend that these funding structures undermine the mission of the university system and negatively impact retention in higher education. As Astin suggested, the structure of the American college system is a great deal more complex than the elementary concept of supply side economics. Additionally, due to globalization and aggressive progress in information technology, a shift from laborintensive, information-age economies to a knowledge-based economy has created

One of the major issues that concerns tertiary institutions around the world is the student retention rate. In general, higher rates of completion give more positive image about the academic, administrative and financial statues of these institutions. However, improving the student completion and retention rates can be a challenging task. One way toward this goal is utilising strategies and techniques that are informed by the findings of theoretical models and empirical studies. Therefore, this paper reviews some of the contemporary studies in the student retention literature from different higher educational contexts around the world followed by a list of the variables that are commonly linked to the student retention phenomenon in higher education and a discussion of the factors that are most frequently associated with student attrition as reported by these studies. A summary of the factors associated with the student attrition phenomenon suggested that, the central factors were the quality of students' institutional experiences and their level of integration into the academic and social systems of their academic institutions. These factors relate to students' experiences with the administrative system of their academic institution, including the admission, registration and disciplinary rules and policies and the availability and quality of student services and facilities.

2015

Feda Matters, 1996

International Journal of Publication and Social Studies, 2021

This study was conducted to verify the reasons of students who had withdrawn or discontinued their studies. Academic and non-academic correlates of student retention were identified through the reasons provided by the students in the Withdrawal/Dropping Out Forms which are available at the Registrar's Office. Moreover, telephone calls were done to further discuss the reasons for leaving the university. Majority of students who had withdrawn are males. In terms of program enrolled, there are many business students who dropped out from the university, followed by the international studies, engineering, computing, and lastly, the graduate students. Moreover, majority of those who dropped out are married, followed by single, divorced, and others who did not mention their status. On the other hand, there were more working students who had withdrawn from the university compared to nonworking students. Among the reasons cited for leaving the university, the top five are experienced health-related problems, did not have enough money to continue, and accepted a fulltime job, conflict between demands of job and university, and visa problems. Reasons that were not cited at all are on the program/institutional issues such as dissatisfied with academic performance, could not connect classroom to the outside world, achieved academic goals, dissatisfied with the class size, dissatisfied with the learning environment, dissatisfied with the quality of teaching, and inadequate academic support. Contribution/ Originality: This study contributes to the existing literature on the possible causes or factors of student retention. Finding answers to this question might shed light on how to decrease the gap between university enrollment and degree completion which is a common problem faced by a lot of higher education institutions.

Canadian Journal of Education / Revue canadienne de l'éducation, 2005

In this two year study, we evaluated a formal mentoring program by examining the retention rate and program satisfaction of first year university students who volunteered to participate. Mentors were Intermediate/Senior preservice teacher candidates, invited to take an additional credit class relating to Teacher Advisor Programs in Ontario Secondary Schools. The retention rates and grade point averages (GPA) of participating students (experimental group) were higher than those for the control group, consisting of first time students with similar programs of study and exiting secondary school averages (i.e., < 75%). In written comments, students suggested program satisfaction and noted its effectiveness. Key words: social learning theory, theory of involvement, social capital theory Dans cette étude d'une durée de deux ans, l'auteure a évalué un programme de mentorat en examinant les taux de rétention et le degré de satisfaction des étudiants de 1 er cycle qui ont accepté d'y participer. Les mentors étaient des stagiaires en enseignement de niveau intermédiaire ou supérieur invités à prendre un cours à option associé au programme d'enseignants guides (maîtres associés) dans les écoles secondaires ontariennes. Les taux de rétention et la moyenne cumulative des étudiants (groupe expérimental) étaient supérieurs à ceux du groupe témoin, composé d'étudiants de 1 er cycle inscrits dans des programmes d'études semblables et ayant eu des moyennes comparables à la fin de leurs études secondaires (c. à d. < 75 %). Dans leurs commentaires écrits, les étudiants semblaient satisfaits et soulignaient l'efficacité du programme. Mots clés : théorie de l'apprentissage social, théorie de l'implication, théorie du capital social. _________________ Over the last decade, there has been a surge of formal mentoring programs among universities to consider student retention. Many such studies (Astin, 1993; Bean & Eaton, 2002; Carter, 2000) have used graduation as an indicator for retention. Others (Berger, 2002; Fleck, 854 GERI SALINITRI 2000; Tinto, 1987; Wild & Ebbers, 2002) have identified student completion rates as a fundamental measurement of an institution s success in meeting student needs. Research into the factors that impact persistence (program completion) is crucial for institutions to develop appropriate policies and practices to enhance retention. To add to the research on program completion, I have focused this study on the impact of mentoring on the retention of first year students. As students enter university, they find factors that adversely affect their transition from high school to university, for example, new found independence, homesickness, time management, finances, or different teaching styles. Further, because of the demands of a knowledge based society, students from various cultures, socioeconomic backgrounds, different learning styles, or with low entrance grades are entering university. As a result, several factors affect student success: inability to meet university academic standards, inability to adapt to a new social and academic environment, changes in personal goals and aspirations, lack of motivation and clearly defined goals, priority of other commitments such as work or family, financial difficulty, or incongruence between an institution's orientation and approach and that desired by an individual (Lang & Ford, 1992). These factors translate into a need for increased academic and personal counseling programs to improve student retention, particularly for low achieving students, defined, for the purpose of this study, as students with secondary school exiting averages of 70 per cent or less. Because compensatory universities accept these lower achieving students to give them opportunity, and to increase their own government funding, they need to make students' transition from high school to university fluid by providing them with the skills, knowledge, and confidence necessary to successfully fulfill their degree requirements. These students are a particular challenge because they may have poor study habits, study alone, often do not seek help, or know how to seek help. In other words, they often find themselves dropping out in the first year because they were unable to seek and acquire tools for success. Nagda, Gregerman, Jonides, Von Hippel and Lerner (1997) found that most students, including academically achieving students, enter university unprepared for the required level of