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Author: Zhenchun Xu
Publisher:
ISBN:
Category :
Languages : en
Pages : 89
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Book Description
This quantitative study examined the factors influencing international undergraduate student persistence in a large private university in Pennsylvania. A report from the Association of International Educators (NAFSA, 2019) stated that international students contributed more than $41 billion to the U.S. economy and supported more than 458,000 jobs in the U.S. during the 2018-2019 academic year. Although research on unique populations has emerged to provide more relevant persistence analysis for each group, research on international students is insufficient and incomplete. The present study addressed this gap by examining how persistence theory applies and can be extended to the international student population. The purpose of this study was to determine if there is a statistically significant relationship between the factors measured by the College Persistence Questionnaire Version 3 (CPQ-V3, Davidson, Beck, & Grisaffe, 2015) and actual persistence for international undergraduate students. Tinto's (1993) Integration Theory and Bean and Eaton's (2001) Psychological Model were employed as frameworks to assess and understand the topic. A sample of international undergraduate students from a private university in Pennsylvania was accessed (N = 72). A logistic regression was performed on the data acquired. The results of the analysis detennined that there was not a statistically significant relationship between the predictor variables (measured by CPQ-V3) and the criterion variable, persistence, operationalized as continued enrollment from one academic semester to the next. Some suggestions were made for future research.
Author: Zhenchun Xu
Publisher:
ISBN:
Category :
Languages : en
Pages : 89
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Book Description
This quantitative study examined the factors influencing international undergraduate student persistence in a large private university in Pennsylvania. A report from the Association of International Educators (NAFSA, 2019) stated that international students contributed more than $41 billion to the U.S. economy and supported more than 458,000 jobs in the U.S. during the 2018-2019 academic year. Although research on unique populations has emerged to provide more relevant persistence analysis for each group, research on international students is insufficient and incomplete. The present study addressed this gap by examining how persistence theory applies and can be extended to the international student population. The purpose of this study was to determine if there is a statistically significant relationship between the factors measured by the College Persistence Questionnaire Version 3 (CPQ-V3, Davidson, Beck, & Grisaffe, 2015) and actual persistence for international undergraduate students. Tinto's (1993) Integration Theory and Bean and Eaton's (2001) Psychological Model were employed as frameworks to assess and understand the topic. A sample of international undergraduate students from a private university in Pennsylvania was accessed (N = 72). A logistic regression was performed on the data acquired. The results of the analysis detennined that there was not a statistically significant relationship between the predictor variables (measured by CPQ-V3) and the criterion variable, persistence, operationalized as continued enrollment from one academic semester to the next. Some suggestions were made for future research.
Author: Elizabeth Washam Smith
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 117
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Book Description
As we are living in a highly global society, colleges and universities in the US are seeking to attract international students to study at their institutions. In 2013, over 886,000 international students were enrolled at US colleges and universities, bringing academic, cultural, and economic benefits to US campuses and communities (Institute of International Education, 2014b). However, enrollment at an institution of higher education does not guarantee a student will persist to graduation. While studies of domestic student retention continue to flourish, studies of international student retention are considerably more limited. The purpose of this study was to gain a better understanding of undergraduate international student persistence at one large, four-year public research institution in the US. Two research questions guided this study: 1. Are there differences in terms of social and academic engagement, GPA, and credit hours earned between first-year international and domestic persisters and non-persisters at a large, four-year public research institution in the US? 2. How do social and academic engagement, GPA, and credit hours earned relate to persistence among first-year international and domestic students at a large, four-year public research institution in the US? Secondary analysis of two datasets was conducted to answer the research questions using descriptive and nonparametric statistics. First-year international student responses to the National Survey of Student Engagement (NSSE) from 2001-2011 as well as GPA and credit hours earned were compared to a matching set of domestic student responses based on persistence and non-persistence to the second year of study. Findings indicated that a higher GPA and more credit hours earned significantly related to persistence of international students. While academic and social engagement were not found to significantly relate to persistence, both persisters and non-persisters reported participation in social and academic activities. In spite of the cultural adjustment challenges that international students face, the findings from this study suggest that international and domestic students appear to be more alike than different in terms of social and academic engagement, GPA, and credit hours earned in relation to persistence.
Author: Wesley R. Habley
Publisher: John Wiley & Sons
ISBN: 0470888431
Category : Education
Languages : en
Pages : 513
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Book Description
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Author: John M. Braxton
Publisher: John Wiley & Sons
ISBN: 1118415663
Category : Education
Languages : en
Pages : 166
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Book Description
Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.
Author: Brenda Porter Poggendorf
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 85
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Book Description
Author: Alan Seidman
Publisher: Rowman & Littlefield
ISBN: 1475872364
Category : Education
Languages : en
Pages : 359
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Book Description
College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.
Author: Chee Khei (C.K.) Kwai
Publisher:
ISBN:
Category :
Languages : en
Pages : 195
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Book Description
Author: Darbi L. Roberts
Publisher: Springer Nature
ISBN: 3031463951
Category :
Languages : en
Pages : 284
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Author: Mahsood Shah
Publisher: Springer Nature
ISBN: 3030800458
Category : Education
Languages : en
Pages : 363
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Book Description
This book draws together international research to assess the quality of successful efforts to retain students. The editors and contributors unite diverse global research from countries who have led student retention and success projects at national, institutional, faculty or program level with positive outcomes. The book is underpinned by the philosophy that a more diverse student population requires higher education institutions to fundamentally change, in order to facilitate the success of all students. All of humanity, its economies and societies, are being pummelled by waves of pandemic-induced crises in tandem with globalisation and demographic shifts. Ultimately, this book acts as a clarion to higher education institutions to better support and retain their students, in order to create a more stable learning environment.
Author: Philip G. Altbach
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 360
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Book Description
