Successful First-Year College Student Retention Strategies: A Qualitative Descriptive Study

Autor/in	Cappello, Rocco R.
Titel	Successful First-Year College Student Retention Strategies: A Qualitative Descriptive Study
Quelle	(2023), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2221-0
Schlagwörter	Hochschulschrift; Dissertation; Academic Persistence; School Holding Power; College Freshmen; Enrollment; Diversity (Institutional); Educational Strategies; Financial Support; Educational Finance; Barriers; Learner Engagement; School Policy; Dropouts; Prevention + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienanfänger; Einschulung; Lehrstrategie; Finanzielle Förderung; Bildungsfonds; Schulpolitik; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Prävention; Vorbeugung
Abstract	Institutions of higher education are under pressure from multiple areas to maintain and increase student enrollment. Low enrollment impacts learning opportunities, campus diversity and institutional funding. The problem addressed in this study was the growing attrition rate among first-year college students leading to low enrollment. The purpose of this qualitative descriptive study was to investigate the successful strategies, initiatives, programs, and student factors are currently utilized to increase the retention of first-year college students at colleges and universities. This study utilized the experience of 10 higher education retention professionals with a demonstrated record of success in the field of student retention. The study used thematic analysis to identify themes and categories identified from data collected through the response of the participants. The research findings indicated social, personal, academic and institutional factors that attribute to the successful retention of first-year college students. The findings also highlighted lack of support and funding as major detriments to first-year student retention. Study findings also identified the need for regular and intentional professional development for retention professionals. Recommendations include creating providing a variety of opportunities for student involvement and engagement, train students on campus policies and procedures, utilize faculty in programming, and to have retention staff regularly participate in professional development opportunities. The researcher recommends that further research be conducted on additional student populations other than first-year student, include student perspectives in future research and identify individual campus processes for determining preventable and nonpreventable student attrition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01