Retention and Student Success in Higher Education

By R. Barnacle. 2005

236 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/075fcaebd6da40b538665d6bb4cf38bdab0a1c43

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Citations in the corpus

Identifying attrition risk based on the first year experience (2018, background): “Attrition and success have long been of concern at all levels of higher education, but particularly during the first year of university study (Bean & Eaton, 2001; Pitkethly & Prosser, 2001; Tinto, 2009; Yorke & Longden, 2004).”
University Life of Non-Traditional Students: Engagement Styles and Impact on Attrition (2011, background): “…this phenomenon, also in light of different institutional contexts (e.g. four years or two years, residential or non-residential) and of the composition of the sub-groups included in the label “non-traditional” (adults, workers, part-time students), is still insufficient (Yorke & Longden, 2004).”
What do we know about explanations for drop out/opt out among young people from STM higher education programmes? (2010, unknown): “It is a general and important point made by Yorke and Longden (2004), and shared by Harvey et al. (2006), that rather than focusing on retention, institutions (and others) should focus on what could be done to enhance student success, hence taking a student-interest focus rather than applying an…”
Improving Student Retention in Higher Education: Improving Teaching and Learning (2009, background): “competitive and globalised higher education market, the reputational fall-out of low student retention and high student attrition figures can be damaging for institutions (Yorke and Longden, 2004).”
Transfer and dropout: different forms of student departure in Norway (2009, methodology): “The effects of school achievements and family background are supported by previous research (see for example, Yorke 1999; Yorke and Longden 2004).”
Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together (2016, background): “Themes for AI focus group discussions were drawn from literature on belonging, motivation, engagement and confidence (Thomas 2012; Yorke and Longden 2004, 2008).”
Does the Fear of Debt Deter Students from Higher Education? (2005, background): “…difficulties while studying (Callender and Kemp, 2000; Unite/Mori, 2004), which affects their academic performance and achievement (Van Dyke et al., forthcoming) as well as the chances of completing their courses successfully (Davies and Elias, 2003; Archer et al., 2003; Yorke and Longden, 2004;).”
Economic and non-financial performance indicators in universities (2007, background): “For example the CEQ was not supported by the research of Linke and his colleagues (Yorke and Longden 2004) and Yorke and Longden (2004) remain critical of similar self-report surveys in the UK.”