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Article
Publication date: 8 May 2017

Alexandros Chrysikos, Ejaz Ahmed and Rupert Ward

Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention…

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Abstract

Purpose

Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI).

Design/methodology/approach

The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique.

Findings

The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits.

Originality/value

The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

Details

International Journal of Comparative Education and Development, vol. 19 no. 2/3
Type: Research Article
ISSN: 2396-7404

Keywords

Book part
Publication date: 8 June 2020

Rupert Ward

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Content available
Book part
Publication date: 8 June 2020

Rupert Ward

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Book part
Publication date: 8 June 2020

Rupert Ward

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Abstract

Details

Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

1 – 10 of 161