Retention of International Students The value of a college education is continually stressed today as an essential component of success in life. However, merely encouraging students to attend college is not enough: measures of student retention are far more critical in assessing the success of an academic program. Universities in Australia, the United States, and the United Kingdom have all had trouble retaining students, particularly from historically underrepresented groups (Lau 2003). The consequences of low retention rates are not simply grave for the individual, but also for society, given the advantages a professional degree can convey. For example, in the profession of engineering, from "1983 and 2002, the percentage of women among bachelor degree recipients went from 13.3% to only 20.9% [2]. In addition, the retention rates for female engineering students are substantially lower than their male counterparts" (Franchetti, Ravn & Kuntz 2010). A lack of female and minority representation in the sciences can perpetuates the economic disenfranchisement of these historically...
For example, the University of Toledo increased retention of women in its engineering major from 51% to 73% by instituting an academic support program which combined mentoring efforts, hiring new female professors, creating an academic society for peer support and offering female majors the opportunity to work in the field, to give them a sense of what completing the program might give them later in life.
Education - Theory Addressing Retention Issues in Community CollegesUsing Transition and Ecological/Environment Theory Many community colleges face serious retention issues that affect student performance, persistence, and learning. The rationale employed in identifying alternative assessments involves overriding standardized test validities and predictive reliability issues. However, there are concerns regarding the derived holistic understanding among student outcomes. The goal of providing college educators through alternative supplemental approaches facilitate standardized testing of various evaluative measures
The next three categories deal with the lack of information: 4) lack of information about the career decision-making process, itself; 5) lack of information about one's own capabilities, personal traits or interests; 6) lack of information about occupations and what work is involved and the type of work available; and 7) lack of information about ways of obtaining career information. The final three categories deal with the inconsistent information
International Business of Starbucks Starbucks Corporation established in 1971 has its headquarters based in Seattle, Washington. The company is the leading and largest coffeehouse company, with a wide coverage of the market across the globe (Simon, 2009). It is a global coffee company and chain of coffeehouse stores, operating in over 50 countries all over the world. At its founding, it was a mainstream coffee bean roaster and retailer. The company
Undocumented Students Equity to in-State Tuition: Reducing The Barriers There exist policy ambiguities and variations at federal, state, and institutional levels related to undocumented student access to and success in higher education and this has created problems for these students. This study investigated specific policies and procedures to provide the resources and capital to assist undocumented students as well as reviewed key elements of showing the correlation of these difficulties with ethnic
RESEARCH QUESTIONS Research questions asked in this present study include the following stated questions: (1) What role does Internet technology (Web 2.0) play in the international student's development and maintenance of a sense of belonging in a new home country? (2) What role does length of residence play in the international student's development and maintenance of a 'sense of belonging' in a new home country? (3) Are there any differences in the adaptation of
According to Flowers (2002), the first vector concerning "developing competence" can assume three individual forms: (a) intellectual, (b) physical, and - interpersonal. The second vector, "managing emotions," is the stage at which college students first begin to become aware of their emotions and attempt to regulate their emotions to produce maximum behavioral outcomes; the third vector, "moving through autonomy toward interdependence," involves students seeking to become more self-directed, and self-sufficient,
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