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School Holding Power; Graduation Rate; College Administration; Undergraduate Students; Profiles; Enrollment Management; College Admission; Student Financial Aid; Student Diversity

Abstract:
Over 35 years of retention theory and literature have acknowledged the importance of institutional and student profiles in accounting for cross-sectional differences in retention and completion rates between types of colleges and universities. The first "P" within a 4 Ps framework of student retention--"profile"--recognizes that an institution's retention and graduation rates are highly predictable, largely a function of the institutional and student profile, and are more a function of what the institution is rather than what it does. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Graduation Rate; Black Colleges; Academic Achievement; Program Effectiveness; Educational Change; Comparative Analysis; African American Students; White Students; Institutional Characteristics; Disproportionate Representation; Educational Finance; Accountability; Institutional Evaluation; Financial Policy; School Holding Power; Enrollment

Abstract:
Historically Black Colleges and Universities have been in existence in the United States since the mid-1800s. Currently there are 105, which include private and public institutions, with most being four-year programs. In this study, we compare graduation rates of Historically Black Colleges and Universities to predominately White institutions and analyze the use of graduation rates as a performance measure for determining funding policies. The study design consists of 10 Historically Black Colleges and Universities and 10 predominately White institutions, selected and matched by purposive sampling based on variables of student body population size, geographical location, public or private institution charter type, and student body socioeconomic factors. Results suggest that Historically Black Colleges and Universities have lower overall graduation rates than matched predominately White institutions. However, these institutions perform equally well when exclusively considering graduation rates of African-American students. Recommendations for Historically Black Colleges and Universities to improve academic outcomes and incorporate proven educational strategies are discussed. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Holding Power; Graduation Rate; Undergraduate Students; Models; College Administration; Administrative Organization; Organizational Change; Educational Improvement; Educational Innovation; Academic Persistence; Academic Achievement

Abstract:
A 4 Ps perspective addresses immediate needs: to help institutions gain traction in their retention strategies by framing and reframing the challenges and the possible responses, by challenging some of the traditional mental models about retention that can distract or dilute those strategies, and by offering focus and coherence to institutional efforts. In conclusion, there is merit in identifying some of the key themes that emerge throughout the essays in this volume, discussing the implications for how institutions can organize their retention efforts, and outlining some ways a 4 Ps framework can be used at the institutional level. This article summarizes some of the themes that characterize a 4 Ps orientation to institutional retention strategy and offers an example of how one institution has used this approach to structure its retention efforts. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Holding Power; Graduation Rate; Models; College Administration; Undergraduate Students; Profiles; Academic Achievement; Methods; Outcomes of Education; Student Recruitment

Abstract:
A 4 Ps framework for student retention strategy is a construct for reframing the retention discussion in a way that enables institutional improvement by challenging some conventional wisdom and prevailing perspectives that have characterized retention strategy for years. It opens new possibilities for action and improvement by suggesting that institutions embrace the following concepts: (1) Graduation rates are institutional attributes as much as they are institutional accomplishments and are largely a function of institutional and student "profile"; (2) Insofar as degree completion is the outcome of successfully meeting the academic requirements of a curriculum, academic "progress" is at the core of retention strategy; (3) Just as a rising tide lifts all boats, improving broad "processes" that affect the greatest number of students is the optimal institutional focus; and (4) Focusing on those student outcomes that are integrally a part of the institution's core purposes and brand "promise" brings reciprocal benefits to the institution as much as to the students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Graduate Study; Doctoral Degrees; Student Diversity; Racial Discrimination; Graduate Students; Disproportionate Representation; College Environment; Administrators; College Administration; Student Recruitment; Academic Persistence; School Holding Power; Qualitative Research; Institutional Characteristics; Barriers; Educational Finance; Financial Support; College Admission; Higher Education

Abstract:
Persistent disparities in doctoral degree completion have led many institutions to hire graduate diversity officers (GDOs) to increase the presence of underrepresented minorities in graduate programs. This qualitative study of 14 GDOs considers how the dimensions of campus racial climate (CRC) influence the ability of GDOs to carry out this work. Findings suggest CRC can be applied to understanding institutional processes that affect diversity, and that internal and external climate-related forces affect the GDO's recruitment and retention efforts. Thus, universities must go beyond demonstrating institutional commitment by creating GDO positions and attending to CRC to increase graduate diversity. (Contains 2 figures, 2 tables, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Holding Power; Graduation; Undergraduate Students; Academic Persistence; Academic Achievement; Educational Research; College Administration; College Admission; College Preparation; School Policy; College Curriculum; College Attendance; Time to Degree; Administrative Organization

Abstract:
Few words have dominated the vocabulary of college retention as has the word "persistence." Many institutions still struggle to engage faculty and administrators in building campuswide retention efforts, to find the organizational levers that translate the abstractions and complexities of retention theory into scalable and durable initiatives, and to demonstrate the effectiveness of those initiatives in terms of outcomes in general and degree completion in particular. Indeed, one of the core arguments of this book is that a 4 Ps perspective helps direct institutional attention to such challenges. It may be that the concept of persistence itself is part of the problem. Certainly, it has informed much good work on college campuses. But in directing its focus on what is the most visible marker of student retention--showing up from year to year--it has helped to shape a tradition of research that tends more to the descriptive than the analytical and has directed attention more toward interventions to minimize student departure than the policies and structures that might hinder or facilitate student success and degree completion. The second "P" within a 4 Ps framework of student retention--"progress"--focuses on ensuring that students are making satisfactory academic progress, rather than just persisting, toward degree completion. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Student Recruitment; Costs; Enrollment Management; Benchmarking; College Admission; Academic Achievement; Graduation Rate; Institutional Advancement; Cost Effectiveness; Educational Finance; School Holding Power; Time to Degree

Abstract:
Every college and university, whether public or private; two-year, four-year, or graduate; traditional or online, depends on recruiting and enrolling new students and strives to have as many of those students as possible complete their educational programs. Knowing how effectively an institution is managing the various stages of enrollment is critical to institutional success, and benchmarks are an important tool for evaluating enrollment management success. This chapter will present a set of benchmarks for evaluating performance at each stage of the enrollment management process, including prospecting, applications received, admit rates, yield, financial aid discounting, retention, graduation rates, academic progress efficiency, and managing course section offerings. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Public Colleges; Private Colleges; Community Colleges; Proprietary Schools; Virtual Universities; Educational Innovation; Educational Change; College Curriculum; Technology Uses in Education; Introductory Courses; Mathematics Instruction; College Mathematics; Remedial Instruction; Graduation Rate; School Holding Power; School Community Relationship; Males; Academic Achievement; Federal Aid; Educational Policy; Educational Finance; Scholarships; Grants; College Students; Student Costs; Tuition; State Aid; Budgets; College Preparation; College Readiness; Academic Freedom; Commercialization; Adult Education; College Presidents; Merit Scholarships; Student Financial Aid; College Admission; College Applicants; Access to Education; Foreign Countries; Philanthropic Foundations; Preservice Teacher Education; Secondary Education; High Schools; Partnerships in Education; Competency Based Education; Interdisciplinary Approach; College Faculty; Contracts; Tenure; Architectural Education

Abstract:
In the first decade of the 21st century, the nation, the states, and colleges and universities began to grapple with the challenges of globalization, changing demography, the implications of the digital era, and of a less expansive public sector. Although not a transformative period for higher education, the decade saw significant innovations in teaching and learning, intense policy ferment, and debates over the future of colleges and universities and their roles and responsibilities in American society. Parts one and two of this book describe several of the most interesting and significant developments in higher education, and in public policy, reported by leading journalists in the field of higher education. In part three, observers of American higher education comment on critical issues facing colleges and universities, the states and the nation. Most of the chapters appeared in their original form in editions of "National CrossTalk," a publication of the National Center for Public Policy and Higher Education. Most of these articles were published between 2000 and 2011. Where appropriate, brief updates of these stories have been appended. The articles selected for this book focus on issues that remain relevant to policy and practice. The chapters describe, explain and interpret key events and issues as they were experienced, observed and debated. Part One, Institutions and Innovations, contains: (1) A Quiet Counterrevolution: St. John's College teaches the classics--and only the classics (Kathy Witkowsky); (2) Frank Lloyd Wright School of Architecture: For outsiders, the school's unusual practices can be shocking (Kathy Witkowsky); (3) "Plain Living": Berea College makes a commitment to the welfare of its students and its community (Robert A. Jones); (4) An Experiment in Florida: Gulf Coast University tries faculty contracts, no tenure (William Trombley); (5) An Unknown Quantity: Olin College students, faculty and administrators create an innovative new university from scratch (Jon Marcus); (6) New Campus Still Faces Obstacles: After being postponed for a year, UC Merced hopes to open in fall 2005 (William Trombley); (7) Interdisciplinary Curriculum: Newly established University of Minnesota Rochester has a radically different approach to higher education (Kathy Witkowsky); (8) Remote Access: Western Governors University offers "competency-based" higher education, at a distance (Kathy Witkowsky); (9) Indiana's "Eighth University": Western Governors University brings its "competency-based" approach to the Hoosier state (Kathy Witkowsky); (10) A Collaborative for Academic Excellence: El Paso's partnership program boasts impressive gains in student performance (William Trombley); (11) "Early Colleges": Innovative institutions attempt to reshape the transition from high school to college (Ron Feemster); (12) New Teacher Education: Woodrow Wilson National Fellowship Foundation program brings change, one state at a time (Susan C. Thomson); (13) Daring to be Different: Rio Salado College has won a reputation as both outcast and innovator (Pamela Burdman); (14) The World's Community College: Diversity in action at LaGuardia (Ron Feemster); (15) The Virginia Plan: State's community colleges confront the need to do more with less (Robert A. Jones); (16) Technological Transformation: An ambitious national effort to use technology more effectively in large introductory university classes (Kay Mills); (17) Math Emporium: The use of technology has changed the way Virginia Tech's introductory math classes are taught (Kay Mills); (18) Redesigning the Basics: Tennessee's community colleges use technology to change their approach to developmental reading and math (Kay Mills); (19) Keeping Them in College: East Carolina University's efforts to improve retention and graduation rates (Don Campbell); (20) Bringing "Dropouts" Back to College: The University of New Mexico's Graduation Project is the first of its kind among the nation's public universities (Robert A. Jones); (21) Where the Boys Aren't: For young males, the drift away from academic achievement is a trend (Robert A. Jones); (22) Charles B. Reed: Cal State chancellor strives to promote quality and diversity in the nation's largest four-year college system (Kathy Witkowsky); (23) The Engaged University: Northern Kentucky University is building closer links to its community (Jon Marcus); and (24) Investing the Stimulus: Metropolitan State College of Denver uses federal funding to reposition itself for the future (Kathy Witkowsky). Part Two, Policy, contains: (25) Does California's Master Plan Still Work? Separate higher education systems pursue different mandates, while participation and graduation rates decline (Pamela Burdman); (26) Performance-Based Budgeting: South Carolina's new plan mired in detail and confusion (William Trombley); (27) "Outcome Funding": Tennessee experiments with a performance-based approach to college appropriations (Robert A. Jones); (28) Colorado's "Grand Experiment": Voucher program could give the state's colleges a new lease on life (Pamela Burdman); (29) Is it a Shell Game? Colorado's controversial new way of handing out its higher education money (Susan C. Thomson); (30) "Truth in Tuition": Illinois' novel answer to skyrocketing rates (Susan C. Thomson); (31) HOPE Springs Eternal: Georgia's scholarship program, a model for the nation, experiences financial pains (Don Campbell); (32) Financial Challenges: Oregon's Opportunity Grant program must overcome new hurdles due to the recession (Kathy Witkowsky); (33) Indiana's 21st Century Scholars: A new community college system and college prep curriculum are improving the state's position (Susan C. Thomson); (34) Ohio's Brain Drain: Reform of public higher education is intended to change perceptions and retain graduates (Jon Marcus); (35) Hard Times: Tuitions rise, services cut, as university officials try to ride out a severe economic downturn (Jon Marcus); (36) Kentucky's Rocky Road: Recent reform legislation produces results, but faces tough challenges (Kay Mills); (37) The "Seamless System": Florida's flurry of dramatic changes in the governance of public education (Jon Marcus); (38) Virginia Tries Restructuring: Financial stress leads to new arrangements between state and campuses (Robert A. Jones); (39) "Effectiveness and Efficiency": The University System of Maryland's campaign to control costs and increase student aid (Kay Mills); (40) Florida's Unnatural Disaster: The state's economic bubble has burst, leaving higher education in a double bind (Jon Marcus); (41) Calamity in California: State's battered budget leads to huge fee increases and less access to public universities (Jon Marcus); (42) Overcrowded and Underfunded: New York's public university systems, and beleaguered students, are an extreme example of national trends (Jon Marcus); (43) Diminishing State Support: Pennsylvania reduces state aid amid relentless tuition hikes and record enrollments (Kay Mills); (44) UK Adopts "Top-Up" Tuition Fees: British Universities prepare to compete in a more "American" system (Jon Marcus); (45) Austerity Measures: Students protest as a cash-strapped government lets British universities triple their fees (Jon Marcus); (46) The Celtic Tiger: Ireland invests heavily in higher education, and benefits mightily (Jon Marcus); and (47) The Presidential Treatment: The Obama administration makes big advances, faces tough challenges, in higher education policy (Jon Marcus). Part Three, Perspectives, contains: (48) An Interview: Clark Kerr (Patrick M. Callan); (49) The Senior Slump: Making the most of high school preparation (Michael W. Kirst); (50) Not Ready for College: States must have a systemic, comprehensive agenda for college preparation (David Spence); (51) Recessions Past and Present: Higher education struggles with state cuts, rising tuitions and a climate of uncertainty (David W. Breneman); (52) An Assessment of Academic Freedom: How anti-terrorism measures have impacted the higher education community (Robert M. O'Neil); (53) An Interview: Derek Bok (Kathy Witkowsky); (54) Killing Academic Freedom Softly: The muzzling of professors who do not enjoy the luxury of tenure (David L. Kirp); (55) An Interview: John Sperling (Carl Irving); (56) The Online Learning Boom: Tailoring college to the needs of working adults (Gene I. Maeroff); (57) College Presidents, or CEOs? Presidential pay is escalating at a time when institutions are cutting budgets (Robert Atwell); (58) The Dark Side of Merit Aid: Funding for merit programs has greatly expanded, often at the expense of need-based financial aid (Donald E. Heller); (59) Changing the Subject: Costs, graduation rates and the importance of rethinking the undergraduate curriculum (Robert Zemsky and Joni Finney); (60) The West Virginia Experience: Creating a sustainable public agenda for higher education (Brian Noland); (61) Application Madness: For many parents, the college admissions process leads to panic (Anne C. Roark); (62) Enduring Values, Changing Concerns: Increasing necessity and declining availability of higher education creates a challenge for many Americans (John Immerwahr); and (63) Making the Middle Class: Don't let the recession fool you--postsecondary education is more valuable than ever (Anthony P. Carnevale and Michelle Melton). An index is included. 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Descriptors:
Higher Education; Institutional Evaluation; Governance; Data Analysis; Institutional Research; Professional Identity; Institutional Characteristics; Knowledge Management; Change Strategies; Educational Change; Educational Policy; Educational Development; Policy Formation; Case Studies; Data Collection; Data Processing; Educational Environment; Performance Factors; Comparative Education

Abstract:
Recent changes in European higher education have accompanied a strong desire and need by national ministries to have comparable data across institutions and a growing recognition from campus leaders that effective planning and decision-making requires reliable institutional data and analyses. This has induced changes and restructuring of duties and roles of administration, administrative staff and academic staff. In North America, internal institutional data analysis is often referred to as institutional research. We examine the roles and functions of institutional research within North America and how the changes within European higher education have created a purpose for institutional research. Specifically, we explore the topical areas of institutional assessment, data management, institutional governance, as well as the changing identity of academic professionals within European universities. Within our examination, we explore in-depth one European country's higher education system to demonstrate how history, culture and legislative changes manifest into a need for institutional research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Admission; Educational Policy; Content Analysis; College Students; At Risk Students; Majors (Students); Universities; Academic Advising; Relationship; Outcomes of Education; College Freshmen; School Holding Power; Graduation Rate; Influences; Decision Making; Developmentally Appropriate Practices; Student Characteristics; Data Collection; Web Sites; Models; Institutional Characteristics; Nontraditional Students; Student Needs

Abstract:
The purpose of this study was to analyze admissions policies pertaining to the declaration of academic majors for incoming students and structures of academic advising at American universities and how they relate to student outcomes. The student outcomes considered for the study were first to second year retention rates and graduation rates. Students may not choose their major based on research or facts and allow external influences to guide their selection. Traditional aged college students are typically not developmentally prepared to undertake such self-directed decisions. The forced declaration of an academic major at the time of admission can impose a premature selection, potentially negatively impacting student outcomes. Nationally, institutions vary on their admission policy structures in regard to the declaration of academic majors. Literature has linked academic advising with increased retention and graduation rates. Different organizational models of academic advising seem to be more or less influential on retention and graduation rates and vary depending on individual student characteristics. The exploratory study used primary and secondary data sets. The primary data collected were from individual college websites to obtain admission policy structures and academic advising models. The secondary data were collected from the Department of Education's Integrated Postsecondary Education Data System. Analysis of the data included analysis of variance measures to identify patterns and multiple regressions examined any predictive factors in the data. The results of the study were not straightforward and patterns varied based on institutional characteristics, such as the composition of the student population. Two main themes emerged as a result of this exploratory study. Lower levels of academic major declaration structure and shared or decentralized academic advising seemed to mesh with the needs of the full-time, more traditional college students. The non-traditional and historically "at-risk" student populations appeared to benefit from high structure admission policies by declaring their academic major at the time of admission and also seemed to have better retention and graduation outcomes when exposed to decentralized academic advising. The findings for the study point to possible policy considerations for universities in reference to the declaration of academic major and academic advising models. [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.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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