The Relationship between Administrative Intensity and Student Retention and Success: A Three-Year Study
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| Title: | The Relationship between Administrative Intensity and Student Retention and Success: A Three-Year Study |
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| Language: | English |
| Authors: | Romine, Kerry D. (ORCID |
| Source: | Education Sciences. 2018 8. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Administrative Organization, School Holding Power, Academic Persistence, College Students, Academic Achievement, Graduation Rate |
| ISSN: | 2227-7102 |
| Abstract: | Through the lens of complexity theory and by utilizing the methodological framework set forth in Gander's 1999 article regarding internal and external organizational elements of administrative intensity, this secondary data analysis study linked the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates. Representing institutional investments, efforts, and outcomes from 2004 to 2014, three years of data reporting were gathered from the Integrated Postsecondary Education Data Set (IPEDS) and were then cleaned per secondary data analysis techniques. Using canonical correlation analysis, the internal elements of administrative intensity were correlated with student retention and success. Findings indicate the relationships of internal elements of higher education institutions on student retention and success, which was measured by four-year, six-year, and eight-year graduation rates. The discussion includes education policy implications. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2018 |
| Accession Number: | EJ1201032 |
| Database: | ERIC |
| Abstract: | Through the lens of complexity theory and by utilizing the methodological framework set forth in Gander's 1999 article regarding internal and external organizational elements of administrative intensity, this secondary data analysis study linked the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates. Representing institutional investments, efforts, and outcomes from 2004 to 2014, three years of data reporting were gathered from the Integrated Postsecondary Education Data Set (IPEDS) and were then cleaned per secondary data analysis techniques. Using canonical correlation analysis, the internal elements of administrative intensity were correlated with student retention and success. Findings indicate the relationships of internal elements of higher education institutions on student retention and success, which was measured by four-year, six-year, and eight-year graduation rates. The discussion includes education policy implications. |
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| ISSN: | 2227-7102 |
