The Application of a Model of Turnover in Work Organizations to the Student Attrition Process

By John P. Bean. 2017

576 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/0b17168c294d3deaa0b7fe26ee404fb47ef49115

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Citations in the corpus

The Withdrawal of Non-traditional Students: Developing an explanatory model (2003, background): “Other studies, notably Bean (1983), Pascarella and Terenzini (1991) and Braxton et al. (1995), also emphasise the notions of social and academic integration/interaction as being important factors when considering student withdrawal.”
Understanding the Influence of the Financial Context of Institutions on Student Persistence at Four-Year Colleges and Universities (2006, methodology): “An enhancement of his earlier work (Bean, 1980, 1983), Bean’s (1990) model posits that retention is influenced by student background, integration, satisfaction with the organization, attitudes, and environmental pull factors (e.g., financial need, significant other elsewhere, opportunity to…”
The role of active learning in college student persistence (2008, methodology): “Intent to return was used as proxy indicator of student departure, a measure based on a strong positive relationship between intent to return and actual student persistence (Bean, 1980, 1983; Pascarella, Duby, and Iverson, 1983; Voorhees, 1987; Cabrera, Casteneda, Nora, and Hengstler, 1992).”
Investigating the Impact of Financial Aid on Student Dropout Risks: Racial and Ethnic Differences (2010, background): “Assuming that student dropout is analogous to turnover in the workplace, organizational theory (Bean, 1980, 1983; Berger, 2000; Price, 1977) regards student departure as affected by immediate organizational features.”
Student aid and its role in encouraging persistence (2009, background): “In addition to Cabrera et al., St. John et al. (2001) and Braxton and colleagues (Berger and Braxton, 1998; Braxton, 2000; Braxton et al., 1997) have noted that financial aid has indirect effects on many student integration constructs found in both the Tinto (1975, 1993) and Bean (1983) models.”
Through the Eyes of Students (2017, unknown): “There are (e.g., Astin, 1984; Bean, 1983; Bean & Eaton, 2000; Eaton & Bean, 1995; St. John et al., 2000; Tierney, 1999).”
A Temporal Investigation of Factors Related to Timely Degree Completion (2002, background): “One’s GPA is hypothesized to be the “extrinsic” reward for successful academic achievement (Spady, 1970; Tinto, 1975) and as such, is “perhaps the closest surrogate to pay in work organizations” (Bean, 1983).”
Impact of a University Recreation Center on Social Belonging and Student Retention (2011, background): “Bean (1980, 1983) included student contact with faculty as a behavioral measure in his model of undergraduate student persistence.”
An Examination of Persistence Research Through the Lens of a Comprehensive Conceptual Framework (2009, background): “Although intent to persist is a strong proxy for actual persistence (Bean, 1983), the use of actual persistence into the second year allows for the examination of the relationship between in-class experiences and actual student behavior.”
A Longitudinal Investigation of Dropout from College in the United States (2002, methodology): “College GPA was included in many earlier student departure models (Bean, 1982, 1983; Cabrera et al., 1992, 1993; Pascarella, 1980; Spady, 1970, 1971; Tinto, 1975).”
What Matters to Student Success: A Review of the Literature (2006, background): “Tinto proposed that increased levels of academic and social integration will lead to greater commitment to the institution and to the goal of graduation (Bean 1983).”
A Mixed Method Study Testing Data-Model Fit of a Retention Model for Latino/a Students at Urban Universities (2006, background): “…most widely used retention models focus either on the interaction effect between integration of academic and social characteristics with the student’s motivation (Tinto, 1993) or on organizational, personal, and environmental variables that shape the attitude and intent of the student (Bean, 1983).”