Exploring the Factors That Influence Undergraduate Retention: What Do We Need to Know?

Autor/in	Burge, Jennifer Gruening
Titel	Exploring the Factors That Influence Undergraduate Retention: What Do We Need to Know?
Quelle	(2023), (120 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Undergraduate Students; School Holding Power; Private Colleges; Decision Making; Student Experience; Racial Differences; Gender Differences; First Generation College Students; Institutional Characteristics; Financial Needs; Social Environment; College Environment + Suchen Sie Ihr Suchwort? Privathochschule; Decision-making; Entscheidungsfindung; Studienerfahrung; Rassenunterschied; Geschlechterkonflikt; Soziales Umfeld; Hochschulumwelt
Abstract	This study was designed to understand the factors that influenced undergraduate students to return to a midwestern private university for their second year. The study was designed to (1) explore how undergraduate students identify and describe the factors that influenced them to return to the university for their second year, and (2) explore how the factors that influenced students to return to the university for a second year differ by demographic group. The study was guided by two research questions: (1) What factors influenced undergraduate students' decisions to return to the university for a second year? (2) How do the factors that influenced undergraduate students to return to the university for a second year differ by demographic group? This study was unique in that it focused on the whole student experience and the aspects of the institution that influenced their return to the university. The theoretical framework that guided the study was Tinto's (1993) model of student departure. The study was designed as a quantitative study using action research through survey research. The Fall 2021 Retention Survey was administered to students who entered the institution in the Fall 2020 semester and chose to return for their second year in Fall 2021. The results demonstrated that the student's decisions were influenced by academic factors, social factors, and financial factors. There were some differences in how the students described their experiences when the results were reviewed by race/ethnicity, gender identity, first-generation status, college with which they identified, and financial need. Implications for practice include establishing support structures for faculty and staff, such as professional development workshops, and reviewing student financial aid awards. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01