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Major findings are that the topic of student retention is critical to higher education institutions, but it is highly complex and difficult to predict.
The majority of theories that relate to student retention were derived during the early 1970s and have since been added to, revisited, and revised (Tinto 2007, Tudor 2018, West et al. Throughout the history of the education system, institutional goals and priorities have shifted away from building individual competencies in a few skill areas and toward the graduation of students (Aljohani 2016a; Bodin & Orange 2018).
In the decades that preceded the 1950s, there was no systematic approach to student retention (Aljohani 2016b; Caruth 2018). The literature argues that during this expansion period, student retention became a global concern, with the result that student retention models were created (Aljohani 2016a, 2016b; Tinto 2007). He has research interests in the areas of non-academic staff impacts on student success and the impacts and implications of non-academic staff on student attrition rates.
This literature review focuses on current research (from no later than 2010) on student engagement in higher education.
In an attempt to relate the current research to student engagement within the field of student affairs (or non-academic units), many of the articles were attained either from the .
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