INSTITUTIONAL FACTORS AFFECTING STUDENT RETENTION

DR. LINDA K. LAU

Assistant Professor of Computer lnformarion Management Systems Department (4 Management, Marketing, and elMS

College of Business and Economics

Longwood University

Student retention has become a challenging problem for the academic community; therefore, effective measures for student retention must be implemented in order to increa e the retention of qualifledstudents at institutions of higher learning. This paper suggests that institutional administrators, faculty" and students playa vital role in improving tudent retention. For instance. institutional admini trators can help students stay ill school by providing them with the appropriate funding. academic support services, and the availability of physical facilities, in addition to the effective management of multiculturali m and diversity on campus. Faculty members can help to maintain a positive Ieaming environment for students by using multimedia technology and innovative instructional techniques such as cooperative and collaborativelearning in the classroom. Ultimately, the success of college retention depends 011 the students themselves. Therefore, students must be motivated to participate actively in their own learning process.

INTRODUCTION

Since the 1980s, American institutions have experienced a major problem retaining students, particnlarl y under -repre ented minorities. The loss of students returning to campus for another year usually results in greater financial loss and a lower graduation rate for the institution and might al 0 affect the way that stakeholders, legi .Iator parents and students view the institution. Further, college adrnini trators can attest to the high cost of recruiting in-coming students. Student retention i also an enormous problem. in the United Kingdom. where the administrators of academic institutions now focus most of their efforts on decreasing student attrition, because the ability to retain students has become a determining factor in obtaining out ide funding (Nash 1996).

In this country. in 1995 the national average four-year graduation rate was only 38%, compared to the five-year and sixyear graduation rates of 50% and 54% respectively (Money. 1997). While the average freshman retention rate for 1996 was 75%, studies indicate that colleges with high freshman retention rates tend to have a higher percentage of students graduating within tom years; thus, saving the cost of an extra year On1101'e of schooling.

Student retention bas become a challenging problem for the academic community; therefore, an effective program for tudent retention must be implemented in order to increase the retention of qualified students. Institutions must work towards providing rtudents with a meaningful learning environment, so that these students will become connected to

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Institutional Factors Affecting Student Retention 1127

the institution by developing a sense of belonging within the student body. 'therefore, every effort must be made to retain students while they are on campus.

REASONS FOR DROP-OUT

Research consistently indicates that college students who drop out usually do so by the time they finish their first year (Noel, Levitz. and Salmi, 1985). Unfortunately, the student retention rate usually includes students who were also transferred to other colleges. Therefore the retention rate does not provide an accurate account of the number of students who actually dropped out of college .. Nevertheless there are several reasons why freshmen do not return to colleges for their sophomore year (Terenzini, et al.I996). First, some students leave for reasons that may be beyond institutional control, such as lack of finances, poor student-institution fit changing academic or career goal , or unrelated personal circumstances. Secondly, many more students leave becau, e the institution has failed to create an environment, inside 01' outside the clas room, that i conducive to their learning and educational needs. These students do not return to their college because they are unhappy with the education that they are receiving. Thirdly, the inability to manage normal school work or to assimilate within the student population could discourage some students from returning for another year of torture .. Students who lack the basic and fundamental skills, especially in mathematic and writing, are finding it difficult to cope with the normal course workload. Therefore, it is extremeJy important for institutional administrator. to ensure that tudent fulfill their prerequisite requirement before taking upper

level courses, especially in the areas of writing and computer applications. Fourthly freshmen might lack the motivation to do well in school, because they do not under• tand the importance of education, and/or do not know how to apply classroomlearned theories to real life problems. Further, the lack of appropriate role models or mentors in the academic environment could complicate thi problem. Finally, during theirfirst year at an academic institution of higher learning, freshmen might be overwhelmed with the transition from high school to college life, and they might become overly stressed by the dramatic changes even before they finish their first year of college,

EFFECTIVE WAYS TO IMPROVE STUDENT RETENTION

In 1987 Vincent Tinto proposed the dyuamicMode/ ofInstitutional Departure, stating that the student retention process i. clearly dependent on the. tudent's institutional experiences. ]n other words, students who are satisfied with the formal and informal academic and ocial systems in a college or university tend to stay in school. To tbe contrary, students who have negative interactions and experiences tend to become disillusioned with college, withdraw from their peers and faculty members, and ultimately, the in. titution. In the past twenty years, numerous comprehensive studies have concluded that institutional factors such as faculty-student relationships and innovative teaching methods can significantly motivate and challenge students to learn and stay in school. Figure 1 depicts several institutional factors that have an impact on the tudent s learning proces , which are likely to result in a high-

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er student retention rate, and ultimately, the probability of a higher graduation rate. These factors are discussed under three primary categoriesc specifically, institutional. administrators, faculty, and students.

INSTITUTIONAL ADMINISTRATORS

To ease the student's transition from high school to college, higher education administrators must help students adjust to their new learning and living environments, and ensure that the institution i accommodating to the .tudenr's need , interests, and learning styles. Academic administrators can increase the retention rate by ensuring that the following services are readily available to students,

Funding

With the escalating costs of a college education, coupled with the diminishing availability of federal and tate. grants and loans, students are finding it increasingly more difficult to obtain financial ass] tance, Full-time students often have to work parttime in order to put themselves through school. Frequently student .. are so exhausted from working twenty to thirty hours a week that they just do not have the energy ill" the desire to attend classe or to study. Studies have i.ndicated that icholarship programs are needed because many student are motivated to improve their grades and stay in school with this type of funding. Towns" (1997 research concludes that students who received a lottery-funded Hope scholarship tended to remain in college and achieve higher grades than the average student. Therefore, students should be informed. about the various types of financial aid and scholarship program available, both on and off campus.

Academic Support

A study ofthe various academic support program developed and implemented by six in titution (namely, North Carolina State the University of Michigan, the University of South Carolina at Columbia San Francisco State,AIabamaA&M University and the University of Missouri at St. Louis) indicates that academic and career advi ors are essential to the succe s of student retention programs (Reyes 1997). Institutional administrators should ensure that the following academic support services are readily available to students:

• Learning Center. Students who are experiencing academic difficulties must be strongly encouraged to eek tutoring a sistance fr III the learning centers. If pac sible, faculty members should play all active role in continually identifying and recommending qualified students to work as tutor at the learning centers, Further the learning centers must provide adequate and appropriate facilities to belp students with learning disabilities achieve their full potential. Some learning centers provide re ources to help students from disadvant.aged socioeconomic and educational backgrounds deal with competing demands related to work, family, peers, culture, and schoolwork.

• Freshman Year Programs. At many higher-level institutions, freshmen are required to enroll in programs which help them adjust to campus life as well as life away from home. The e program have been found to produce higher academic achievements, increased student satisfaction, and increased student retention (Gaff. 1997).

Institutional Factors Affecting Student Retention /129

Figure I

Institutional Factors Affecting Student Retention

[N STlTUTIONAL ADMINISTRA TORS Funding Academic Support

Manage Multicultural and Diversity Physical Facilities

FACULTY

Technology

Hands-on Computer Experience Emphasis on Teaching and Learning Cooperati ve Learning Collaborative Learning Academic Advising

l ......

I

-

~

Student _-1--1" Involvement and Learning Environment

STUDENTS

Student Accountability

Motivation

Peer Learning or Tutoring

lTutoring and Small-Group Training Role Model

I-

J Graduation Rate

Student Retention

- ""

130 /Education Vol. 124 No.1

• Honors Programs. Academically talented students usually have a greater capacity for learning. Therefore, they should be encouraged to take intensive courses to provide them with new challenges, and to motivate them to reach their highest potential.

Managing Multiculturalism and Diversity

Besides pursuing a college education, students have to deal with both social and cultural i sues on campus. This i an even bigger problem for non-traditional and first-generation students, who tend to expect the campus climate to be both alienating and intimidating (Terenzini et a). 1996). For the past twenty year. , there has been a change in the type of individuals attending academic institutions, moving from the traditional white male to the nontraditional minority female. There are

everal reasons for this shift. Fir t, the implementation of the Rehabilitation Act in 1973 and the Americans with Disabilitie Act in 1990 opened doors for an increasing number of individuals with disabilities, such as impairments of mobility, vision hearing, speech, or learning. to attend in titutions of higher education (Dalke and Schmitt 1987). On the other hand, more and more minorities are now attending two- and four-year institutions. In fact, Hodgkinson (1985) predicts that the percentage of minorities attendi.ng colleges could be a high as 33 percent by the year 2000. Similarly, there are an increa - fig number of foreign students, especially from countries such as China, Japan, Taiwan, and India enrollingin American universities. The changes in students attitudes, value , sexual preferences, and

family dynamic also contribute to the complexity of life on campus.

In order to effectively manage the diverse spectrum of academic, racial ethnic, disabled, cultural, social, and sexual orientation issue. on campus, mstirutional administrator are establishing special offices to manage multiculturalism and diversity. A well-managed multicultural office should provide students with a variety of opportunities for encounters with other people and ideas. The mission of these offices hould include though not be limited to, the following:

• To provide a friendly and harmonizing environment for students who come from different cultures and/or countries resulting in the recruitment and retention of a diversified student body.

• To develop policies and programs that will enrich campus-wide understanding and appreciation of diver ity, and to encourage multicultural awareness and sensitivity.

• To work with carnpu: organizations, committees, BI1d the local community on diversity-related activities.

.. To ensure that student support services, academic support services, and co-curricular programs meet the needs of a diversified multicultural, student body.

PhYSical Facilities

Surprisingly, physical facilitie available on-campus can have an impact on student learning and can indeed contribute t the creation of a meaningful environment Several of these physical facilitie are described. as follows:

Institutional Factors Affecting Student Retention 1131

• Dormitories. In some colleges, multicultural dorms are established to help . tudents from differing cultural backgrounds cope with social diversity issues. For instance, some universities have established An Intemational Hall, re erved specifically for foreign students to live. In other institutions, freshman dorms are reserved for those who choo e to live with their peers.

• Study rooms. Studyrooms located at the library and student union building provide .1 conven ient location for students, especially those who commute or live off-campus, to catch up on their homework, to conduct group meeting or to socialize with students.

• Facilities for the Disabled. First-year students with learning disabilities tend to have a greater problem adjusting to the academic community because they encou nter greater academic challenges, les: contact with faculty, and a drastic change in their social and support systems (Dalke and Schmitt 1987). Consequently. institutions must make every effort to design and implement both individualized and general support s rvices, specifically for students with all types of disabilities. These services will help to integrate this special group of students into the college community and hel p them to become more prod ucti ve ci tizens,

• Career Centers. Career counseling activities are more important to the upper-level students. who are afraid to face the future without the prospect of a job.

• Social and Professional organiuuions.

Extracurricular activities and peergroup interactions can help the younger

student integrate smoothly into their new learning and living environments .

It is important that institutional administrators focus on developing and implementing academic as well as ocial, programs that will promote each 'student's educational growth.

FACULTY

There is no doubt that faculty playa crucial role in promoting educational growth among students. There are several ways in which faculty members can help to maintain a positive learning environment for students.

Computer Technology

Multimedia technology provide effective attention-gathering tools and can be used to enrich and complement classroom teaching and learning and may even reinvent ubject matter (Brace and Roberts, 1997; Wise and Groom, 1996). Multimedia tools can often convey course materials to students in a visual and graphic form, which could help to clarify abstract concepts. Using the appropriate technologies,

tudents can vi. ualize the concepts ill their mind, and are better able to absorb the material. The statement that a picture is worth a thousand words can never be overstated. In some in tances, multimedia tool can remove barriers, s uch as language and physical handicaps (Moore and Miller 1996).

Ba ie electronic components. such as overhead projectors and LCD panels,

hould be made available in every teaching classroom. Specially equipped classrooms should provide a wide range of computers, document cameras. VCRs. audio/visual media, communications control, and net-

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work capabilities (Brace and Roberts, 1997). Instructional technology development centers must be set up to assist faculty members in developing, utilizing and integrating the late t instructional technology into their course curricula to enhance classroom teaching and the learning process. Faculty must be continually educated concerning the latest techniques and technological know-how. In addition, there is an increasing demand for Powerl'oint presentations and Web page development workshops at many universities and colleges. Institutional administrators must recognize that investment in the latest instructional technology isan on-going and neces ary cost, Yet, thebenefits to the university faculty, as wel1as the strident . can be dramatic in terms of increased student learning and retention .. In many situations. instructors put their course materials and lecture notes on the Internet for better access by their students. With the benefits provided by the u .e of technology. faculty member must make every effort to integrate this technology into the classroom.

Hands-on Computer Lab Experience

Student learning. hould extend from the teaching classroom to the computer laboratory, Multimedia, computer-based learning Can be further strengthened with the assignment of appropriate hands-on computer lab activities that are challenging and purposeful. Students are often encouraged to intellectually integrate inclass learning with their computer experiences. This kind ofassignment can enrich student learning, by providing them with the opportunity to understand difficult material in. an out-of-classroom setting. As faculty members assign. mere home-

work that requires the u e of computer technology, such as the use of spreadsheets, databases, and graphics pre entation software packages, an up-to-date, reliable, and adequately maintained computer laboratory for the student community i a necess.ity in today's technology-focused society. In addition, hi.ring knowledgeable computer lab assistants to manage these technologies would definitely be helpful to students ..

Emphasis Of! Teaching and Learning

Faculty must attempt to be less theoretical and more practicalin preparing students for their future careers. Besides providing. tudents with a basic under'tanding of a specific discipline, faculty members must help them to think logically, critically, and imaginatively, and to develop more effective oral and written communication kills. It is important that instructors concentrate 011 nurturing each student's critical thinking, problem-solving, and creativity skills that are needed. for the ever-changing world (Absher and Gatlin, 1997). Learning Should be treated as a dynamic, not static, process.

Cooperative Learning

Cooperative learning is found to increase student retention, student atisfaction, cognitive skills, and active participation (Cooper, 1995). Therefore, students should be encouraged to learn from one another, to work effectively in group discussions, group projects and group presentations, especially in courses . uch as pr gramming (Dougherty et al., 1995). Cooperative learning for students can be achieved through the use of problern-based learning methods, especially in

Institutional Factors Affecting Student Retention 1133

the field of medicine, bu iness, and the , ocial sciences' case methods that analyze actual, real-life, business problems and decisions; and, simulation methods that allow students to participate in "real-time" problem-solving ituations (Svinicki Hagen, and Meyer 1996). If it is pos ible, faculty should encourage the formation of groups that consist of a mix of tudent from various disciplines and academic levels as cooperative partners. In order to achieve maximum group performance, students must be educated in the concept of group dynamics, and the etiquettes of working in groups.

Collaborative Learning

Collaborative learning is a dynamic student-centered, task-oriented learning process, involving the active participation of both faculty and students (Matthews, 1996). For instance, Students are welcomed to work with peers and instructors to explore and understand the concepts and fundamentals of the subject discipline, and then to apply this newly acquired knowledge to practical situations, This innovative instructional technique assumes that students and faculty can learn from each other, Students frequently work ill group projects, oral presentations, and

tudent-directed class segments, where the faculty i always available to offer prompt and constructive feedback However, it is imperative that students be educated to work in group. , and understand the responsibilities and dynamics of a collaborative

etting to make this process effective.

Academic AdviSing

Academic advising should be treated as an on-going process, to be comple-

mented with periodical follow-up sessions throughout the semester. However, academic advi: ingis more important to the freshmen than to seniors, because these newly arrived students tend to need more guidance and upport from the academic community. Continuous interactions between students and their academic advisors are also important, and electronic mail is a good way for advisors and student to communicate with each other. If possible. students must be encouraged to take courses offered by their advi ors, because the instructors are the best appraisers of their academic performance, and therefore can validate their learning experiences. Po irive reinforcement and support from faculty members will lead to favorable instrucrional experience for. tudents, and challenge them to move toward greater academic and interpersonal development.

It is well documented in the research literature that faculty's in- and out-of-class contact with their students has a profound influence on student learning (Pascarella and Terenzini, 1991). Based on a multiinstitutional comprehensive study by Wilson, Wood. and Gaff (1974) and wu'on, et al. (1975), exceptional and effective faculty members are those who:

• Work one-an-one with students who need special attention.

• Are accessible to students outside the classroom.

• Design learning activities so that students can become capable learner ..

• Provide useful, timely, and consistent feedback to the students,

• Are personable and approachable,

• Take the initiative.

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Such behaviors send-subtle, but important, symbolic messages that the faculty member and the institution value students.

STUDENTS

111.e role of individual student effort cannot be overemphasized. Indeed, students themselves playa critical role in getting good grades and remaining in school. They must actively explore aJJ opportunities. presented by the campus community, and achieve a sense of belonging toward their new environment. These are ways that students can ease the process of adapting to the institutional system, and thus, increase their own chances of staying in school until they graduate.

Student Accauntabiliry

Students ha vea social and academic re: ponsibility to participate actively in the learning process, and to adapt. to their new learning environment. They must also, be taught to account for their own actions. A student's immature behavior can result in serious consequences, such as academic probation or suspension, Students must constantly be forewarned of the serious consequences, if they are unable to maintain the minimum grade requirements to stay in school. Nonetheless, acceptance by their peers and faculty membersalso help to validate and affirm their capabilities in the learning process, and support their academic endeavors and social adjustment.

Motivation

Students who perform poorly during their freshmen year tend to be potential candidates for dropping (Jut of school. Studies have indicated thatmotivation is a

prerequisite for student learning (Svinieki, Hagen, and Meyer; 1996), and students can foster this motivation by:

• Setting clear, explicit learning goals.

• Understanding the expectations of success; in other words, the greater the belief that the task can be accomplished, the greater is the motivation to try.

Career and learning centers of many academic institutions periodically provide useful programs to help students increase their selfesteem and the motivation to succeed.

Peer Teaching or Tutoring

Peer teaching or tutoring is another form of learning, in which students learn from teaching othera.instead of learning independently for themselves. Benware and Deci (1984) and Bargh and Schul (1980) provide. strong evidence in their experimental studies which conclude that peer teaching or tutoring increasesthe student's involvement in the teaming process, and enriches the student's understanding of the course materials. Therefore, students must be encouraged to attempt a] 1 sorts of learning techniques, including peer teaching Or tutoring, to facilitate their own Ieaming.

Tutoring and Small-Group Training Program.

Research has shown that tutoring and small-group training programs are most appropriate for improving both the student's communication and interpersonal skills (Morris, 1994). Therefore, faculty members teaching courses, such as business statistics and programming languages should advocate learning via one-on-one tutoring or small group discussions,

Institutional Factors Affecting Student Retention I 135

Role.Model

Students must be inspired to constantly seek alit po itive role models in the coUege community, such as administrators, faculty, fellow students oreven their parents or siblings, There is evidence to indicate that students who have continual contact with their role model during college tend to succeed and excel in classroom learning.

CONCLUSION

This study identifies several in tirutional factors that may affect student retention in academic institutions of higher learniug. As illustrated in this study. institutional administrators, faculty, and students must redefine their individual roles and responsibilities, and work together as a unit to produce a meaningful and healthy academic community,

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