Dissertations / Theses: 'Retention rates'

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Culligan, Michael. "Disability and community college retention rates." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11102009-130632/.

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Thesis (Ph. D.)--Florida State University, 2009.
Advisor: Deborah Ebener , Florida State University, College of Education, School of Teacher Education. Title and description from dissertation home page (viewed on Mar. 24, 2010). Document formatted into pages; contains vii, 89 pages. Includes bibliographical references.

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Reed, Sheena L. "Retention and promotion rates of Naval female officers." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26730.

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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.

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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.

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Timilsina, Pallavi. ""Factors Influencing Retention Rates for Nurses in Nursing Homes"." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533310217476947.

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Whiteman, Jo Ann. "FACTORS ASSOCIATED WITH RETENTION RATES IN CAREER AND TECHNICAL EDUCAT." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3070.

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There is a recognized state and national shortage of Career and Technical (CTE) teachers; in certain school districts or by subject area, it is defined as a "Critical Shortage". At the same time, both statewide and nationally, the number of teacher preparation programs for Career and Technical Education (CTE) teachers has decreased. To alleviate the shortage and increase access many Career and Technical Education (CTE) teacher preparation programs use the web. This study examined retention rates in courses from Fall 1997 through Fall 2003 within web-based courses in a CTE teacher preparation program at the University of Central Florida to identify factors associated with student retention. Three research questions emerged from the primary question: Are there factors associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (a) Is gender associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (b) Is ethnicity associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? and (c) Is age associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? Enrollees were non-admitted students seeking initial Career and Technical Education (CTE) school district certification as well as admitted students seeking state certification and/or a Bachelors degree. Of the 2371 enrollees in eleven (11) web-based courses during 74 course offerings from Fall 1997 through Fall 2003in a Career and Technical Education (CTE) teacher preparation program at the University of Central Florida, a large metropolitan public university, 92.1% were retained. Three demographic variables, gender, ethnicity and age were compared, to evaluate retention. The categorical data were analyzed using Chi Square Test of Independence.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction

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Ferko, Sarah Marie. "Using a Markov Model to Analyze Retention and Graduation Rates." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1398956713.

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Coughlin, Matthew F. "Development of a forecasting model of Naval aviator retention rates." Thesis, access online version, 1996. http://handle.dtic.mil/100.2/ADA308068.

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Turner, Russell S. "The impact of the military drawdown on USN aviator retention rates." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA298055.

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Repetylo, Anna H., and n/a. "Factors influencing retention rates in secondary schools within the Wollongong region." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.

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Throughout the 1980s, there was a trend in Australia towards increased participation rates in post-compulsory education. This study examines factors that influence Year 12 retention rates in four Government secondary schools within the Wollongong Sub-Region. Factors that were thought to influence students to continue to Year 12 and sit for the New South Wales Higher School Certificate Examination included those related to Gender, Socio-economic (relating to occupation of parents, government financial assistance, and language background), Educational and Career. The study involved surveying over 400 Year 10 students in four schools by questionnaires. These schools were chosen for their geographical location and to include two schools with a history of high retention rates and two schools with low retention rates. The questions in the survey were incorporated with a larger survey conducted in 1989 by the Faculty of Education at the University of Wollongong under the coordination of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers advice and industry attitudes towards female students in non-traditional study and work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after seeking recommendations from students, teachers and the NSW Department of School Education Research Group, the survey was administered in 1989. The study used descriptive research methodology, and Chi-square analysis was used to establish significance levels in the data. With regard to gender, the data clearly demonstrated that female students were more inclined than male students to stay on to Year 12, and have positive reasons for their decision. Concerning Socio-Economic factors, the results of this study showed that students whose parents have a professional background are more likely to stay on to Year 12. In addition, the achievement of the Higher School Certificate as a preIV requisite for further study was a strong motivating factor for students staying on to Year 12. However, students in receipt of Austudy did not appear to relate in a statistically significant manner with any of the factors that influence the student to stay on to Year 12. As well, no statistical inference could be drawn from intention to sit for the HSC and the language most used at home by parents. With regard to educational factors, the responses from each of the four schools surveyed showed a high percentage (82 to 85%) of students intending to stay on to Year 12 and sit for the HSC examination. None of these schools had an appreciably higher proportion of students intending to sit the HSC exam. However, it was found that students from one particular school were more likely to undertake further study and students from this school had a high percentage of both parents with a professional occupation than any other school. The findings relating to career factors showed that students who have a professional career in mind are more likely to proceed to Year 12. It was also found that students who had school work experience in a professional occupation were more likely to proceed to Year 12. The study relates the survey findings to the research literature in Australia, and also includes a discussion of the limitations of the survey.

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Shaw-Gardow, Eric. "Exceptional admissions and retention rates for freshmen comparing athletes and non-athletes /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005shaw-gardowe.pdf.

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Zhou, Selina Jun Scratchley Tatiana. "Satisfaction as a factor influencing retention rates of international students at SFU /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2126.

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Research Project (M.B.A.) - Simon Fraser University, 2005.
Research Project (Faculty of Business Administration) / Simon Fraser University. MBA-IB Specialist Program. Senior supervisor : Dr. David C. Thomas.

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Ingle, Faye K. "Student Retention and Completion Rates in a Postsecondary Online Distance Learning Environment." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/601.

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Responding to demands from legislatures, financial aid providers, accreditation organizations, and other entities, colleges and universities are strongly committed to retaining students and assuring their consistent progress toward degree attainment. Student retention is a strong indicator of institutional performance. It mirrors the extent to which students are successfully integrated into the institutional culture, reflects students' level of satisfaction with their continuing educational experience, and signals the likelihood of student graduation. While the theoretical literature that attempts to describe the variables that effect improvements in online student retention is abundant, published empirical research designed to verify those theoretical constructs is scarce. Two distinct but complementary processes were implemented to gain a more complete understanding of online student retention. First, overall rates for online student retention, course completion, and student success were estimated using student counts obtained from a random sample of postsecondary online distance learning programs. These rate estimates, presented as weighted averages, provide a point of reference for comparing and improving student retention, course completion, and student success in other programs. Second, this dissertation presents a meta-analysis of published and unpublished empirical research, performed between 1994 and 2004, that quantified the relationship of a number of independent variables to online student retention. In addition, online survey responses of research, instructional, and administrative online distance learning practitioners are juxtaposed to these results for emphasis or contrast. The results of this dissertation suggest that online distance learning programs should strongly integrate specific attributes and activities in their courses to improve student satisfaction, learning, and retention, which will require a strong faculty commitment to critically assess their teaching practices and to implement instructional improvements. The benefits should include an enhanced student commitment to persist.

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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.

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Brown, Ron. "Visual Cueing: Investigating the Effects of Text Annotation on Student Retention Rates." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4232/.

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This Study examines the grades of students using study skill methods and those who do not. The experiment consists of giving the treatment group the opportunity to use well- known study techniques. The Control group could only read the material. Both groups were given ten minutes to read a pre-selected text. The text consisted of an 1,807 word lesson on the, "Technical Training Management System." Each group was given five minutes to take a twenty item quiz. Fifty-five students in the control group were limited to only reading the material. Fifty-six students in the treatment group could choose between highlighting, note-taking, and underlining. The results of the test scores were compared using a t - test for dependent samples. One week later, the same students in each group were re-tested, using the same quiz they had taken earlier. Students had five minutes to review study material. Study material for the treatment group included the same material they had annotated earlier. The Results from each group wascompared. Efforts were made to avoid potential flaws in previous studies, thereby producing more viable results. Results of this study indicate there is no significant difference between the grades of students who use the aforementioned forms of text annotation and those who do not.

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Bishop, Emily Jo. "Addressing the Completion Agenda by Improving a Community College's Student Retention Rates." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6306.

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A local community college is experiencing low level student retention. . The purpose of this study was to explore the perceptions of administrators, faculty and students regarding the low student retention rate. The participants for this qualitative case study included 6 former students who withdrew from the local community college before completing their degrees, 2 faculty members, and 2 administrators. The conceptual framework was constructivism. Research questions were designed to elicit perceptions of understanding retention issues in terms of adult learning and documenting the problem of retention. Data were collected in the form of semi-structured interviews and document review to answer the research questions. Interview data were coded, and 10 themes were identified. Themes included lack of socialization, cost of tuition, lack of online options, class scheduling, student self-discipline, quality of faculty, institutional support, high schools not preparing students for college, 2 year degree implications, and parental pressure. Document review showed that minimal efforts were present to track students or educate faculty regarding adult learning through the 2 year degree process. The key results showed that student retention was a problem that needed to be addressed at both the faculty and administrative levels. The themes resulting from data analysis served as the basis for creation of a 3-day professional development training project for faculty and administrators at the college. This study and resulting project might encourage positive social change for the students, faculty, administration, and college by improving retention rates and graduating more students into the workforce.

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Springfield, Derriell M. "Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1146.

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Student retention rates and graduation rates currently play a major role in measuring the success of institutions of higher education. To contribute to the likelihood of this success many institutions offer programs designed to increase the academic performance of their students especially those classified as incoming freshmen. Others are more focused and target those who are from underrepresented populations. Nonetheless not many programs have been designed to aid those students in the subsequent years that follow freshman year. The purpose of this research project was to determine if there are significant differences in the success of those students who participate in a multi-year program as opposed to those who participate in a program specifically designed for incoming freshmen. Additionally these 2 groups were compared with students who did not participate in either program. The participants in this study were classified within 3 groups: Quest for Success, Student Support Services, and nonprogram participants. Archival data were used to examine grade point averages, retention rates, and graduation rates. A random sample of 125 students from each of the 3 groups (375 total) was examined for the purposes of comparing mean grade point averages. For the purposes of comparing retention rates and graduation rates, however, the population was examined due to the manner in which data were provided. Additionally the use of the population provided more precise retention rates and graduation rates in this study. Findings of the study are congruent with the literature in terms of the role that outreach programs play in the success of underrepresented students. These results revealed that students in the multi-year program, Student Support Services, had significantly higher grade point averages, retention rates, and graduation rates when compared to Quest for Success (a 1-year incoming freshman program). Student Support Services also had significantly higher grade point averages and retention rates than nonprogram participants from underrepresented student populations. Furthermore there were no significant differences found in comparisons between Quest for Success and nonprogram participants.

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Smithers, Dayna. "Retention and Graduation Rates of African American and Hispanic Students in Community Colleges in TN: Index of Institutional Practices that Support Minority Student Success." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3399.

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Many four year institutions are reorganizing their processes and structures to develop a more inclusive model related to campus diversity efforts. Minimal information has been reported about two year institutional efforts toward inclusive excellence. Given the predicted demographic shifts of the nation and more specifically, the projected increase in enrollments of racially and ethnically diverse student bodies in community colleges, it is essential for higher education administrators and policymakers to understand the structures needed to support minority student success at community colleges. The purpose of this quantitative study was to examine institutional support structures around inclusive excellence. An Institutional Diversity Practice Index (IDPI) was created using eleven key indicators found within the literature related to institutional practices that enhance minority student success. The absence or presence of practices at each school were tallied to create two groups. Groups were then compared to determine whether significant differences existed between retention and graduation rates, as well as differences in selected items on the Community College Survey of Student Engagement (CCSSE) related to diversity and support. Due to the sample size limitations of minority student enrollment, the 13 community colleges in this study were classified into one of two groups: Higher Institutional Diversity Practice Index (6 practices or more) and Lower Institutional Diversity Practice Index (5 practices or less). Archival data were used to examine retention rates, graduation rates, and student engagement indictors from the CSSE survey. The sampling frame for the study included all 13 TBR community college students during the academic 2013-2014 academic year. Findings indicated that institutions who were classified in the higher practice group reported higher retention rates of African American and Hispanic students. There were no statistically significant differences between the high and low group with regard to graduation rates or student engagement indicators on the CSSE survey. A larger sample size would be required to determine what combination of institutional practices predict minority student retention and graduation rates. Overall, this study plows new ground and provides information related to the current landscape of institutional structures that support minority student success in Tennessee.

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Amin, Muhammad Ismat. "CERTIFIED NURSING ASSISTANT RETENTION: A STAFFING CHALLENGE FOR NURSING HOMES." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1507435442201555.

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Dietrich, Erich J. "Effects of the global war on terror on Medical Service Corps retention rates." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion.exe/07Mar%5FDietrich.pdf.

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Thesis (M.S. in Management)--Naval Postgraduate School, March 2007.
Thesis Advisor(s): Yu-Chu Shen, Kathryn Kocher. "March 2007." Includes bibliographical references (p. 61-62). Also available in print.

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Hastings, Jill L. "The effects of a system-wide mentoring program on beginning teacher retention rates /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/hastingsj/jillhastings.pdf.

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Helies, Frank C. "Factors promoting retention and attrition rates of college and shop certified SCUBA divers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726191911102.

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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.

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Watson, Lisa. "Retention and Graduation Rates as Performance Indicators in 2-Year and 4-Year Postsecondary Institutions." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1278.

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The focus of this dissertation is on performance indicators â€“ specifically, retention and graduation indicators - that impact allocation of the ever-dwindling public sources of money. Decreasing revenue trends make understanding the performance indicators that are often used to fund postsecondary institutions very important. There is a significant amount of literature on funding, types of funding, and performance indicators used in funding; however, there is very little literature on quantitative differences on standard performance indicators in 2-year and 4- year postsecondary institutions. The purpose of this study is to look at retention and graduation rates for part-time and full-time students in public institutions of higher education in the United States. Retention and graduation rates for first-time full and part-time students from the Integrated Postsecondary Educational Data Systems (IPEDS), within the National Center for Educational Statistics, for the years 2005, 2006, and 2007, will be examined to determine if there are differences between two-year and four-year post secondary institutions.

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Kaiser, Sally M. "An examination of new employee orientation and training programs in relation to employee retention rates." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006kaisers.pdf.

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Rogers, Samuel. "Teacher Induction Programs| How Key Components Influence Teacher Retention Rates in Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668745.

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Upon entrance to the educational arena, new teachers face many challenges, and rural school teachers face a unique series of challenges compared to teachers in urban and suburban school districts (Ingersoll, 2012). Rural school districts often have difficulty both recruiting and retaining teachers (Dadisman, Gravelle, Farmer, & Petrin, 2010). Teacher induction programs presented a possible solution to increase the teacher retention rates for rural school districts (National Commission on Teaching and America's Future, 2007). The purpose of this study was to describe the relationship between the degree of implementation of teacher induction programs and the teacher retention rates for high-performing rural school districts. For the purposes of this study, rural school districts were defined as those with 650 or fewer students enrolled. The sample population was 291 rural school districts in Missouri, and when Missouri Assessment Program (MAP) data and Distinction in Performance recognition filters were applied, the result was a stratified sample of 132 rural school districts. An online survey, created for the purpose of this study, yielded a sample of 46 high-performing rural school district respondents. The analysis of the data revealed no significant relationship between the degree of implementation of a teacher induction program and teacher retention rates for high-performing rural school districts. Specific components of teacher induction programs were not related to teacher retention rates for the sample school districts. Three components of teacher induction programs—rigorous selection of mentor teachers, the requirement of new teachers to observe peer teachers, and the requirement of building administrators to meet at least twice per year with new teachers—were common among sample districts with 100% teacher retention rates.

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Rice, Kimberly MaShaun. "Improving the General Education Development (GED): Retention and Completion Rates of Low Income Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6655.

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Retaining adult education students has been a growing concern. The new GED requirements have generated low completion rates for a free GED program in a 3-year period, in a non-profit agency in a Southeastern state. Instructors are concerned about this problem and need to understand the factors that are inhibiting adult learners from successfully attaining their GED. This qualitative research design was the most appropriate to answer the research questions to determine the experiences that caused the adult learners to not complete the program and identify potential educational strategies needed to improve retention. Sticht's functional context theory was the conceptual framework for this study. Fourteen adult learners previously enrolled in the free GED program participated in in-depth, individual interviews. Thematic analysis, NVivo and open coding were used to identify, describe, and interpret data. The findings indicated that lack of computer and typing skills, the conversion from paper and pencil to computerized testing, and the onset of temporary and personal and family obstacles were factors that contributed to learners not successfully completing the program. Reinstatement of tutors and mentors and providing the participants with a well-defined curriculum for the GED courses were potential solutions to improve retention. The overwhelming evidence from the participants also suggested that a curriculum for a professional development training for instructors facilitating the online courses is an educational strategy for a potential solution to the local problem. This project has the probability to produce social change because it provides GED instructors researched-based instruction to facilitate online courses effectively to improve retention.

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Persson, Pontus. "Identifying Early Usage Patterns That Increase User Retention Rates In A Mobile Web Browser." Thesis, Linköpings universitet, Databas och informationsteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-137793.

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One of the major challenges for modern technology companies is user retentionmanagement. This work focuses on identifying early usage patterns that signifyincreased retention rates in a mobile web browser.This is done using a targetedparallel implementation of the association rule mining algorithm FP-Growth.Different item subset selection techniques including clustering and otherstatistical methods have been used in order to reduce the mining time and allowfor lower support thresholds.A lot of interesting rules have been mined. The best retention-wise ruleimplies a retention rate of 99.5%. The majority of the rules analyzed in thiswork implies a retention rate increase between 150% and 200%.

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Espinoza, Claudia Valentina. "A Study of Factors Influencing Retention Rates at Wright State University: Differences in the Reported Degree of Importance and Satisfaction Rates of Caucasian and African-American Students in University College (UVC) Classes." Wright State University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=wright1116613066.

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Hairston, Reginald L. "Continuation rates for staff noncommissioned officers, in a non-obligor status, serving in the selected Marine Corps Reserve." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Mar%5FHairston.pdf.

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Müller, Johan Frederik. "Brand loyalty and membership retention rates in voluntary professional institutes and associations / Johan Frederik Müller." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9799.

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This dissertation explores both the concepts of brand loyalty and relationship marketing, specifically in a voluntary professional institutes and associations environment, with the assumption that both constructs can influence and improve the membership retention and membership renewal rates of these institutes and associations. The measuring instrument used is similar to the one used by Moolla in his brand loyalty study in a FMCG environment, but in this case focussing on the services sector, specifically a South African voluntary professional institute, the Institute of Municipal Administration for Southern Africa (IMASA). The 12 brand loyalty influences identified by Moolla was electronically administered to members of IMASA, with 58 members eventually responding (response rate of 31%). The conceptual research with regard to this study starts off by explaining the tendency of people to assemble in groups due to societal and other reasons, defining group cohesiveness and how this leads to the formation of people on a professional level – the birth of a professional institute and association (PIA). Then the concepts of relationship marketing and brand loyalty are defined, its relevance in a PIA environment discussed, and the 12 influences on brand loyalty also defined. The empirical analysis and results confirm that, with the exception of Culture and to a lesser extent Switching Costs, the constructs impact directly on the brand loyalty and indirectly on the renewal rates of the members of a PIA. The value and uniqueness of this study are founded firstly in the identification of influences that affects brand loyalty and secondly in the importance of relationship marketing in a PIA environment. The recommendations guide the management of PIAs to ensure that membership levies defaulters are minimized and renewal rates maximised and sustained over time.
Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.

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Perkins-Holtsclaw, Kala. "Relationships Between Institutional Characteristics and Student Retention and Graduation Rates at SACSCOC Level III Institutions." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3357.

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As the United States struggles to be globally competitive with the number of students completing a college degree higher education leaders continue seeking answers to improving student retention and graduation rates. Decades of research has been conducted on investigating factors that impact student retention and graduation with the majority of that research being centered on student attributes and students’ precollege characteristics. Research has been limited on institutional characteristics and their associations with student retention and graduation rates. Therefore the purpose of this study was to examine the extent that specific institutional characteristics predict first-year, full-time, fall-to-fall retention rates and 6-year graduation rates. The sample for this study consisted of 4-year institutions in the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) region that have been granted Level III accreditation status and also report data annually to the Integrated Postsecondary Data System (IPEDS). All data used for this research were publicly available archival data available from IPEDS. Sixteen research questions were investigated about institutional student variables, environment variables, resource variables, financial variables, and interaction variables. Multiple linear regressions were conducted for all research questions, representing the statistical method of analysis. The findings showed that the most useful predictors for retention rates were students scoring at or above the 75th percentile ACT scores, physical library collections, expenditures for academic support, and tuition and required fees. When investigating to what extent institutional characteristics predict 6-year graduation rates the findings showed that 75th percentile ACT scores, physical library collections, expenditures for instruction, the percentage of full-time faculty, and cost were the most useful predictors. Findings also showed that student-faculty ratios and the percentage of full-time faculty were not significant predictors for student retention. Some institutional predictor variables may be significant predictors for both retention rates and graduation rates, while other predictor variables may be significant predictors for only one of the criterion variables.

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Millan, Eva. "Retention Rates of Puerto Rican Women in Treatment for Substance Abuse and Mental Health Issues." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1284.

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Individual factors may impact the retention rate of Puerto Rican women in treatment for mental health and substance abuse-related issues. The purpose of this research was to examine the demographic factors that may contribute to the low retention rate of Puerto Rican women in treatment for mental health and substance abuse. The theory of reasoned action was implicit in the intervention. Data were collected from 120 Puerto Rican women enrolled in an addiction center. The following demographic factors were chosen from prior treatment records: age at first chemical abuse, whether the participant was a child of an alcoholic, level of education, and the first language of the participant. The data were analyzed using logistic regression equations. The results of the analysis did not show a significant relationship between the demographic factors and retention rate. However, the current literature regarding the effective use of these services is still limited with this population. This current study can lead to positive social change by helping to promote awareness of how cultural factors can impact substance abuse treatment for minority women. Therefore, one recommendation for a future study would be to use a research design that would allow for more exploration of relevant cultural factors. Significant results from a future study could result in better services, which could lead to positive social change by helping to reduce recidivism and lower substance abuse in this vulnerable population.

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Donald, Duane Anthony. "Factors That Influence the Persistence Rates of White Undergraduate Students Attending Historically Black Colleges and Universities (HBCUs)." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1190.

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The purpose of this study was to qualitatively describe the factors that influence the persistence rates of White undergraduate students attending HBCUs from the students' perspectives. Applying Tinto's Model of Student Departure (1975, 1993) as a lens for persistence, the overall aim in this study was to focus on the students' social and academic integration at the institution as well as their institutional experiences at the HBCU as it relates to their decision to persist or depart the HBCU. Through the participants"lived experiences", themes emerged relative to their decision to persist at the institution. The themes were: the influences on relationships with faculty, quality of academic programs, lack of racism from faculty, staff, and peers, involvement in campus activities and organizations, and affordability. The reasons associated with White students' persistence can assist faculty members and administrators at HBCUs in developing and cultivating a culture that is conducive for a positive matriculation and progression process all the way until graduation. Persistence leads to degree completion and no matter the institutional type, all administrators want to increase the number of students graduating from their institutions.

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Canada, Angela F. (Angela Faye). "The Effect of Time on Training Retention Rates of United States Air Force Loadmaster Apprentice Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278257/.

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The purpose of this study was to determine if extended periods of time out of the training environment has an effect on the retention of training. The rationale for conducting this study was based on the fact that little research has been done in this area. The findings of the study indicated that extensive periods of time out of training do significantly influence the amount of training retained fromone loadmaster course to the other. Additionally, there was a significant relationship between the number of days out of training and the posttest scores. The optimum training break between courses appears to be between 10 and 20 days. Training retention is apparently affected by time.

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Weaver, Patricia. "A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3358.

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The purpose of this comparative study was to determine the relationship of a First-Year Seminar course as well as student entry demographics to retention and graduation rates at community college in Tennessee. In the fall of 2013, the enrollment for the participating college was 3,790 with a mean composite ACT score of 18.9 and a mean GPA of 2.823. First-Year Experience programs at the community college consisted of First-Year Seminar (FYS), New Student Online Orientation (NSOO), New Student Advisement and Registration (NSAR), and mandatory academic advisement. For the purpose of this study the researcher examined only the First-Year Seminar course. The First-Year Seminar course was designed to provide students with strategies to further develop academic as well as life management skills. The course incorporated techniques to assist students in a successful beginning at the institution. Major topics focused on goal setting, institutional resources and activities, time management, basic study strategies including note-taking and test-taking, development of an academic plan, developing relationships, stress management, and career exploration. The populations studied were students who participated in a First-Year Seminar course and students who did not participate in a First-Year Seminar course. Those students who participated in the First-Year Seminar course were compared to the overall population of students prior to the implementation of mandatory participation in the first-year programs. The research questions in this study were addressed through data analysis using chi-square two-way contingency table. Archival data were retrieved from the institutions data system, about students who participated in a First-Year Seminar course and those students who did not participate. Additional demographic information were collected on student gender, age, and financial aid status. The findings in the study indicated there were significantly higher rates of retention for those students who participated in a First-Year Seminar course than those students who did not participate in a First-Year Seminar course. In regards to gender, age, and financial aid status overall retention rates were significantly higher for those students who participated in a First-Year Seminar course. The findings however did not indicate a significant correlation between participation in a First-Year Seminar course and graduation rates.

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Beck, Richard Alan. "Retention and dropout rates for a sample of national higher certificate students in the school of accounting." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1408.

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Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.

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Rhodes, Ashley E. "The effect of teacher designed multimedia on student comprehension and retention rates within introductory college science courses." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15513.

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Doctor of Philosophy
Department of Curriculum & Instruction
Margaret Gail Shroyer
Compared to other nations, fewer American students are pursuing and completing degrees within the science, technology, engineering, and mathematics (STEM) fields. For the United States to remain competitive, the development of novel instructional techniques designed to reach students who might otherwise be lost from these majors is imperative. This study examined the use of teacher designed multimedia within an introductory STEM course. Quantitative methods were used in a real classroom setting to examine the relationship between the use of multimedia and the amount of information students comprehended and retained when learning photosynthesis. Also, the relationship between the use of multimedia and the learning gains of female students within introductory STEM courses was examined, as their participation within the STEM fields has historically been low. Qualitative methods were employed to discern which multimedia features students and instructors found the most beneficial regarding the presentation of complex and abstract scientific concepts. Using a quasi-experimental, design-based research approach, it was determined that the use of simple animations and corresponding narration increased student learning gains compared to the use of static pictures and text. This finding aligned well with theories regarding multimedia learning and its use of dual coding for reducing cognitive load. The value of multimedia for learning gains was greatest for females with lower prior knowledge levels, as defined by performance on a pre-test. However male students with low prior knowledge benefited, although not to the same degree as females. In agreement with the fundamentals of constructivism, this finding supported the idea that basic schema construction is paramount for increasing comprehension. Results from the qualitative portion of the study indicated that students prefer multimedia over static text and pictures because: 1. Complex processes can unfold in motion while being described verbally 2. Schema construction is guided by a trusted source, and 3. Small chunks of information can be presented yet tied together in a larger sequence.

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Stringer, Bobbi Rhe. "Nonverbal Immediacy as a Predictor of Student Retention Rates Among Full-time/part-time Community College Faculty." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278524/.

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Macon, Dorothea A. "Factors influencing retention and attrition rates of basic skills level I students at Milwaukee Area Technical College." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000macond.pdf.

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Sawyers, Dorret E. "The Relationship Between a Retention Program and the Persistence and Graduation Rates of First-Generation Low-Income Students at an Urban, Public University." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/532.

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The purpose of this study was to examine the relationship between participation in a retention program designed to promote academic and social integration and the persistence rates of first generation, low-income college students at an urban, public multiethnic university. Archival data were collected from the university’s Office of Institutional Research and the retention program office and included SAT/ACT scores, GPA, gender, ethnicity, and program participation data. A total of 292 first-generation, low-income students who were admitted to the university in the summer of 1999 were identified for the study. A group of 166 students were selected for the comparison group because they had not participated in the retention program; 126 students had participated in the retention program. Three major research questions guided this study: (a) Are there differences in persistence rates and other academic characteristics of underprepared, low-income, first generation college students who participate and do not participate in the retention program?; (b) Does involvement in the retention program predict student persistence of first generation low-income, underprepared students?, and (c) Can predictors of GPA be identified for students in the retention program using program and descriptive variables? A series of logistic regression analyses were conducted to assess the relationship between various retention services and the persistence and graduation rates of participants. The results showed that there were statistically significant relationships between participation and non-participation in the retention program and having higher GPAs and higher graduation and persistence rates. Of the four program features, participation in tutoring, workshops, and social events were found to be predictors of graduation. College GPA was also found to be a predictor of graduation for all students. The results also showed that women were more likely to graduate than men.

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Fairfoot, Glen. "Torres strait islander students' experiences transitioning from various locations to Brisbane to undertake university studies." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/197684/1/Glen_Fairfoot_Thesis.pdf.

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This research project was undertaken to ascertain what Torres Strait Islander students, who have relocated from various locations around Australia to Brisbane in order to attend university, report as having assisted them in their transition to a metropolitan area to undertake their university studies or suggest would have assisted them. The findings of this research contribute to knowledge about how current and future Torres Strait Islander students can be better supported to transition to university and improve their chances of success whilst at university.

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Park, Samuel M. "A Comparison of Machine Learning Techniques to Predict University Rates." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564790014887692.

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Moore, Brittany E. "A Comparison of Attrition Rates in Dental Hygiene Programs Using Selective and Non-Selective Admissions." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429878459.

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Clark, Moira. "The relationship between employees' perceptions of organisational climate and customer retention rates in a major UK retail bank." Thesis, Cranfield University, 2000. http://hdl.handle.net/1826/3520.

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There has been increasing interest in the field of customer retention in the last two decades. Much of that interest has focused on the economics of customer retention and developing plans and strategies for companies to follow to improve customer retention. There has been little research into what determines customer retention, particularly from the perspective of organisational climate. The purpose of this study, therefore, is to examine the relationship between employees' perceptions of organisational climate and customer retention in a specific service setting. The methodology adopted for this study is a 'within method' triangulation approach, which uses predominantly qualitative research techniques, supported by quantitative research methods. The foundation of the research design is a set of six case studies of bank branches selected from the network of a major UK retail bank. The branches are similar to each other in every respect, except that three have high customer retention rates and three have low retention rates. The main source of data is semi-structured interviews with a representative sample of six employees from each bank branch. This data is supported by survey data from a questionnaire that was completed by an the staff in all six branches. This questionnaire was also used as a platform from which to conduct the semi-structured interviews. Cross-case analysis between the two sets of branches is undertaken using the 'stacking comparable cases' approach, in order to systematically compare and contrast the differences between the high and low retairuing branches. The findings from the study show that there is a relationship between employees' perceptions of organisational climate and customer retention at a micro-organisational level. It shows that organisational climate can be sub-divided into five climate themes and that within each climate theme there are dimensions which are critical to customer retention and others which are less critical or irrelevant. Finally, the study highlights that it is the climate themes and dimensions taken together that form the climate for 6customer care' and not the individual themes and dimensions.

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Campbell, James Lesley. "An analysis of traditional and integrated basic skills and the effect on student retention rates at MATC-Milwaukee." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002campbellj.pdf.

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Malmberg, Eric D. "Retention and Attrition of Doctoral Candidates in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2673/.

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A number of studies have been conducted on the attrition rates of undergraduate and graduate students. However, the body of knowledge concerning attrition for doctoral students, especially those who have attained the level of “all but dissertation” (ABD), is limited. The purpose of this research was to examine retention and attrition factors of doctoral candidates from a typical Higher Education Doctoral Program (Research II Public Institution) who were admitted to candidacy from 1991 through July 2000. Participation of the subject population was limited to those who had attained the level of ABD--those who had previously fulfilled the residency, coursework, foreign language or tool-subject requirements, and successfully completed the comprehensive/qualifying exams. This population included current ABDs, previously attrited ABDs, and graduates of the degree program. The research study was qualitative and intended to identify the effect of specific, predetermined factors that may have influenced or affected the progress of current, previous, and graduated students towards the doctoral degree in higher education. This study obtained responses to questions from the questionnaire/survey instrument concerning factors that affected program completion or attrition. Students had the opportunity to elaborate on factors from their dissertation, advisement, and personal, financial, and employment experiences that affected their ability to complete the program through open-ended question responses. By examining key factors in the doctoral degree experience from the three sample groups (current ABDs, previous ABDs, and graduated Ed.Ds), this study was able to draw some conclusions about doctoral attrition. Reconstructing and comparing the experiences of ABDs from the point of candidacy to the point of attrition or completion of the program determined trends, commonalities, and issues affecting achievement. Results of this study add to the limited research concerning ABD attrition and provide an insight from the student perspective as to the obstacles and support variables in the quest for the doctoral degree.

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FARRE, MATIAS. "SPENDING WHERE IT MATTERS: EXPLORING THE RELATIONSHIP BETWEEN INSTITUTIONAL EXPENDITURES AND STUDENT RETENTION RATES AT THE CALIFORNIA STATE UNIVERSITY." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/802.

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It is anticipated that there will be a shortage of 1.1 million college-educated workers in California by 2030 (Johnson, Bohn, & Cuellar Mejia, 2016). Within this context, the California State University (CSU) is the principal source of skilled workers in the state, producing more career-ready candidates than any other single institution (“California State University 2018 Fact Book“, n.d.). This study examined the relationship between student retention rates and institutional expenditures across the different functional categories of instruction, student services, academic support, and instructional support at the CSU. With the exception of student grants and scholarships, these selected expenditures represent the system’s four largest individual expense categories. This study also sought to reveal the existence of similarities between institutions across the CSU based on institutional characteristics that emerged from the literature as predictors of student success including faculty composition, socioeconomic status of student population, and institutional selectivity (Bailey, Calcagno, Jenkins, Kienzl, & Leinbach, 2005; Ehrenberg & Zhang, 2005a, 2005b; Gansemer-Topf & Schuh (2006); Terenzini, Cabrera, & Bernal, 2001; Titus, 2006b). The sample utilized in this study is the entire population of the CSU, which is comprised of 23 campuses. Data for this study were drawn from the IPEDS database, managed by the National Center for Education Statistics (NCES). This quantitative, non-experimental, correlational study used panel data analysis to determine if the selected institutional expenditures influence retention rates and also to examine the extent to which institutional expenditures contribute to the prediction of retention rate. Multidimensional Scaling (MDS) cluster analysis was performed for exploratory purposes and to reveal groups with similar institutional characteristics. This study found that instructional, academic support, and institutional support expenditures were positively correlated with student retention rates. This finding suggests that increases in both dollar amounts and proportion of expenditures allocated to each functional category would result in higher retention rates. However, there was an exception: student services expenditures were found to be negatively correlated with student retentions rates, implying that allocating funds to student services activities would not result in higher student retention. This study also found that the CSU institutions can be grouped in six different clusters based on similarities of institutional characteristics, suggesting that the criteria to allocate funds from the CSU system to individual campuses should account for these differences to effectively support student success.

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Hepner, Seth. "Higher Education Support Services and Graduation Rates of Structured Education Program Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3890.

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The 1st-year retention rate of the Structured Education Program (SEP) is 90%, yet the 6-year graduation rate of SEP students is 29%. The gap between SEP 1st-year retention and graduation rates is the problem that this study addressed. The low graduation rate of SEP students is an important issue because graduation rates are used to measure the quality of higher education institutions. The purpose of this study was to understand the low graduation rates of SEP students. Tinto's retention theory, which seeks to explain dropouts from higher education institutions, was the main framework of the study. The study's research questions focused on former SEP students' experiences with required and optional support services that were first introduced to students while enrolled in the SEP. This study used a qualitative, intrinsic case study research design. Data were collected through 12 semistructured interviews with participants who met the criteria of former SEP students who have completed the program within the last 5 years. Interviews were transcribed, member checked by interviewees, and then coded to identify 6 themes that focus on participants' commitment to support services. The findings revealed that required exposure to support services in SEP students' 1st year had a meaningful influence on each student's journey toward graduation. An outcome of this study was a policy recommendation paper designed to increase the study site's graduation rates through increased support service requirements for 1st-year students. This study may provide positive local social change through more student commitments to support services and increased retention and graduation rates.

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Stenberg, Christina. "Cross-linkers, rheology modifiers and lubricants: impact on water retention and rheology of coating colours at various shear rates." Thesis, Karlstads universitet, Institutionen för ingenjörs- och kemivetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45881.

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Crissman, Jennifer Lynne. "The impact of clustering freshman seminars with English composition courses on new students' grade point average and retention rates." Adobe Acrobat reader required to view the full dissertation, 1999. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-8/index.html.

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Dissertations / Theses on the topic 'Retention rates'

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