STRATEGIES AND BEST PRACTICES
TO IMPROVE STUDENT RETENTION
AND ENGAGEMENT IN YOUR
UNIVERSITY
www.u-planner.com
STUDENT RETENTION
CONTENIDOS
Introduction: Why student retention is so important?
1
Main student dropout factors
7
Engagement: the key concept
14
Best practices: student retention and engagement
strategies
17
Marketing to improve student engagement
28
References
33
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STUDENT RETENTION
INTRODUCTION
Why student retention
is so important?
“Over the past 20 years, more than 31
million students have enrolled in college
and left without receiving a degree or certificate. Almost one-third of this population
had only a minimal interaction with the
higher education system, having enrolled
for just a single term at a single institution”.
This data from the National Student
Clearinghouse Research Center reflects
why student dropout has become an
essential concern to higher education
institutions in the United States, and also
in European countries as we can see in
the following graphic.
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1
STUDENT RETENTION
Country
Completion Rate (%)
UK
82
Denmark
81
France
80
Germany
77 (2005)
Czech Republic
72
The Netherlands
72
Poland
62
Norway
59
Source: Dropout and Completion in Higher Education in Europe report 2015.
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In the United States, home of the best universities around the world,
graduation rates are better in public and private non-profit higher education
institutions, according to the National Center for Education Statistics
STUDENT RETENTION
(NCES).
PERCENT
100
Total
90
80
70
60
59
56
62
50
58
55
60
65
62
Females
Males
68
40
32
30
36
28
20
10
0
ALL
INSTITUTIONS
PUBLIC
PRIVATE
NONPROFIT
PRIVATE
FOR-PROFIT
INSTITUTIONAL CONTROL
Source: National Center for Education Statistics (NCES) 2014.
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3
In Latin America, student retention doesn’t show better results. In Mexico,
one of the biggest economies in the region:
College graduation rates equal 25% of those who entered school
STUDENT RETENTION
(OECD).
Student dropout in Mexico ranges between 7.5% & 8.5% (Mexican
Secretary of Education, SEP).
1 out of 10 college students leave school along the way (Mexican Secretary
of Education, SEP).
The highest number of dropouts happen during the first year at a
university.
A large number of literature has been produced around this topic by
academics, consultants and government authorities, trying to find factors
that explain this phenomenon, how these variables can be managed to
reverse this problem and turned into effective retention strategies in order
to create a permanent and positive bond between universities and their
students.
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In this way, student dropout studies and researches can be very useful to
identify symptoms to diagnose problems and to benchmark tactics and strategies, but solutions should be tailored according to each institutional reality,
even if we are talking about universities from the same country, the same city
STUDENT RETENTION
or the same system (public or private). Successful student retention strategies should be designed after a deep research process, where everyone –
students, employees, teachers, deans, rectors – have been involved.”
These studies also have been very helpful to identify how higher education
institutions are affected by this problem. According to several US, European
and Australian researches, the main dropout consequences can be summarized
as follows:
Financial effect. There is financial damage to the institutions when dropouts in a university raise year after year, especially when it mostly happens
in the first year, after the institution has already made an investment to
accept these new students. It is known that recruiting new students is more
expensive and less efficient than retaining them.
Admission standards. There are also other losses related to this global
problem. The Student Retention Strategy of Griffith University states that
“attrition produces a downward pressure on student admission standards
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5
as we are required to recruit even more students into the first year, in order
to fill places that would otherwise have been the case.”
Reputational effect. The Australian Universities Review stands that
STUDENT RETENTION
institutional objectives get compromised. “While students who do not
complete may still benefit from skills developed, including increased confidence and life experiences, in the current competitive and globalized
higher education market, the reputational fallout of low student retention
and high student attrition figures can be damaging for institutions.”
So far we haven’t dug so deep and already several questions arise: Why are
students leaving higher education so easily? Are universities still attractive for
young people? What can higher education institutions do to engage with their
students?
In this ebook we offer a current approach to this
subject, explaining the main factors that drive
student dropouts and the best strategies that
have been implemented worldwide to reverse
this problem.
Best regards,
www.u-planner.com
Juan Pablo Mena
CEO, U-Planner
6
STUDENT RETENTION
MAIN
STUDENT
DROPOUT
FACTORS
Every university has their own culture,
context, personality, traditions, methods,
strengths and weaknesses. These elements create the environment where students must develop their skills to fulfill
their degrees.
Why do some students never get
connected with the higher education
environment?
According to a paper by the Australian
Universities Review, “in most cases, the
picture is complex and students leave as a
result of a combination of interrelated factors.”
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Studies in North America, Europe and Australia cite the following common
factors for dropout:
STUDENT RETENTION
Psychological factors
Difficulties to adapt to a higher education environment usually starts inside
a student. There is a mix of maturity factors that academics have been
analyzing to determinate what are these psychological conditions that an
adolescent must have in order to fit into this new world. A student starts to
be on his own for the first time in his life, being absolutely responsible for
his actions.
Robert J. Sternberg, president of the Federation of Associations in the
Behavioral and Brain Sciences (FABBS) identifies in the Inside Higher Ed
Journal a group of main psychological factors that explain student dropout in
higher education:
1) Uneven formal academic knowledge and skills. “At many institutions,
large numbers of students enter with spotty academic backgrounds,
especially in science and mathematics (STEM) disciplines and in
writing,” Mr. Sternberg explains.
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2) Lack of informal knowledge about being a college student. “A student
may believe that the meager amount of studying he did in high school
will be adequate in college, when in fact it is not.”
STUDENT RETENTION
3) Inadequate development of self-regulation skills. “In college, students
often are responsible for themselves for the first time in their lives.
Some are able to channel their newly found freedom effectively, but
others are not.”
4) Impaired self-efficacy and resilience. “Some students come to college
uncertain as to whether they have the ability to succeed in their college
work. Other students come expecting to succeed and then receive one
or more low marks on college assignments or tests that lead them to
question whether they are able to compete, after all. As their self-efficacy
fails, their drive to succeed in college goes with it. Studies by Albert
Bandura and his colleagues of Stanford University have found that
self-efficacy is one of the best positive predictors of success in any
working environment.”
5) A mindset believing in fixed rather than flexible abilities. Stanford
University’s psychology professor Carol Dweck, quoted by professor
Sternberg, says that students can be grouped in two different mindsets.
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9
Those who have fixed intelligence and those who have growth intelligence. The first group are composed by those who have a deeply defined mindset and it’s not going to change. In the other side, the growth
intelligence group are those with a ‘flexible’ mindset that allows them to
STUDENT RETENTION
learn constantly and to switch from one mindset to another.
6) Inability to delay gratification. “Walter Mischel of Columbia University
– Mr. Sternberg says – found that those individuals who were able to
delay gratification performed better academically.”
7) Impaired ethical judgment. “I have found that many of today’s stu-
dents do not even view as ethical issues such behaviors as cheating on
tests or plagiarizing in papers,” the president of FABBS stands. Simply,
it’s not an issue for them and they have more risks to waste their opportunities to complete a degree.
8) Disengagement from the university environment. “For many students,
a precursor to dropping out is a progressive disengagement from or
failure ever to become engaged in, the university environment,” Mr.
Sternberg explains. Higher education environment is an essential factor
for university completion, if the freshman is able to identify where are
the positive encourage.
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9) Lack of interest in courses. “Richard Light of Harvard University has
found that one of the best predictors of academic adjustment is taking,
during the freshman year, at least one course solely because it is interesting, regardless of whether it is required. Students who load up too much
STUDENT RETENTION
on courses that are required but that do not interest them are at greater
risk of dropping out simply because they are bored and find no relief.”
10) Issues in academic trajectory. “Students are likely to perform at a
higher level when they feel they have some kind of academic "destination" in mind – or at least when they feel that what they are doing will
lead to such a trajectory,” the president of FABBS says.
11) Psychological issues. According to the same author, substance-
abuse problems, interpersonal problems with important others and
untreated or non-accommodated psychological problems, can block a
student from achieve their academic goals and totally detour him from
the right objectives.
12) Financial concerns. “Some students drop out just because they cannot
make college work for themselves financially. The financial needs of
students make it imperative that colleges and universities calculate aid
needs correctly.”
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Social background factors
This second category is related with the previous one because social back-
STUDENT RETENTION
ground deeply affects and connects to the psychological profile. The social
background can either be a very positive or negative incentive, depending
on how healthy the environment is.
If a teenager grows in a safe, loving and educative environment, there are
great chances that he is going to follow the same path and will have a rich
learning experience at the university.
Studies have shown that students that dropout usually come from social
backgrounds of risk conditions, financial problems, drug problems, where
adults never entered higher education, or even never graduated from high
school.
Besides, if students come from a high school with poor quality standards
this undoubtedly will affect the adaptation of a new higher education environment where students face a higher level of contents, responsibilities
and academic tasks, which they never met before.
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Institutional factors
Colleges and universities must be aware that every year they receive freshman
STUDENT RETENTION
students from different social backgrounds and psychological levels of
maturity. Higher education institutions must be prepared to manage this
complex reality and be able to transform these weaknesses into strengths.
Actually, dropout rates tend to be higher in those colleges and universities
that haven’t developed student dropout internal studies and practice
student retention strategies. The majority of institutions are concerned
about student dropout, but the strategies that have been adopted, are basically
reactive actions that try to retain students through tactics that facilitate
degree completion. If the student doesn’t feel engaged to the institution, to
the faculty, to the campus, to his teachers and classmates, it’s almost impossible to drive him to graduation day because of the lack of commitment.
Best retention strategies – as we’ll see forward in this ebook – starts in the
very first class day and even before that when students are applying to
universities. Universities must develop a comprehensive, permanent,
engagement-oriented retention strategy in order to really improve retention
and engagement rates.
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ENGAGEMENT:
THE KEY CONCEPT
STUDENT RETENTION
Every successful student retention strategy in higher education institutions aims
towards student engagement as a final
institutional goal, because “engagement
develops relationships with others and
promotes connectedness, which helps to
improve student retention rates,” Times
Higher Education considers this key
concept as a “better indicator of educational quality than ‘satisfaction’.”
But why is it so important for universities
to develop strategies for engagement?
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The National Study of Student Engagement (NSSE) – an annual analysis
driven by US higher education institutions – defines it like this: “Student
engagement represents two critical features of collegiate quality. The first
is the amount of time and effort students put into their studies and other
STUDENT RETENTION
educationally purposeful activities. The second is how the institution
deploys its resources and organizes the curriculum and other learning
opportunities to get students to participate in activities that decades of
research studies show are linked to student learning.”
According to expert professor George Kuh, quoted by Educause, engagement is basically an inclusive process, because “the more students
study a subject, the more they know about it and the more students practice and get feedback from faculty and staff members in their writing and
collaborative problem solving, the deeper they come to understand what
they are learning and the more adept they become at managing complexity, tolerating ambiguity and working with people from different backgrounds
or with different views.”
The NSSE adds that challenge and support may be considered as the
fuels of the engagement process, because “when students are both challenged and provided the appropriate amount of support, they are motivated to reach their potential. In 2015 we found that not all students were
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15
sufficiently challenged by their courses. For example, only 54% of first-year
and 61% of senior students were highly challenged to do their best work.”
Now, why is it so important for higher institutions to develop strate-
STUDENT RETENTION
gies for engagement?
Strategies for engagement enforce the development of student engagement, then improves the quality of the academic experience in students,
helps to increase student retention and contribute to strengthening the
relationship between a university and its students and alumni, which is an
important factor of higher education institution reputation.
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STUDENT RETENTION
BEST PRACTICES:
STUDENT
RETENTION AND
ENGAGEMENT
STRATEGIES
An 88% of US faculty students feel safe at
their institutions but, at the same time,
23% have experienced offensive behavior,
discrimination, isolation or harassment at
their higher education institutions, according
to 2015 data from the National Survey of
Student Engagement, an initiative that
gathers information for research and best
practices. This shows that there are still a
lot of pending issues about student engagement in higher education.
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Due to this, the US and UK universities have dedicated the last years and
decades to study and identify key factors that explain how the sense of
belonging between students and institutions is created and which strate-
STUDENT RETENTION
gies can really improve student retention through engagement.
In order to plan and to implement these strategies, institutions commonly
agree that the best ones are those where all students can participate in.
“The academic sphere is the most important site for nurturing participation
of the type which engenders a sense of belonging. This puts high quality
student-centered learning and teaching at the heart of effective student
retention and success,” Deloitte consultants explained in a retention
seminar in Ireland.
We will list the most common strategies and best practices that universities
of different countries and continents have successfully implemented to
improve student retention and engagement.
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Strategies
1) Student-centered active learning
The most mentioned strategy by far. According to an Australian Univer-
STUDENT RETENTION
sities Review paper, “there is a consensus that interactive as opposed
to didactic teaching improves academic success and promotes the
inclusion of learners who might feel like outsiders. Student-centered
learning conceives of students as playing a more active role in their learning processes.”
“Student-centered, discussion-based and group-based learning activities promote enhanced student participation and interaction; more
willingness by students to express their ideas; improved communication
among students in culturally diverse classes; better adjustment to
university study (for international and UK students); a shift towards deep
learning as a space is created for learners to test out new concepts;
increased motivation, quality of discussion and level of analysis,” the
AUR paper adds.
A Griffith University study says that this kind of strategy “should reflect
a student lifecycle approach, that recognizes and supports diversity and
social inclusion. It places students at the center of interventions from the
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point of initial contact with the university and the early stages of orientation and transition to university study, succeeding in their academic
studies, through to the point of graduation.”
STUDENT RETENTION
2) The ‘Belonging, Engagement, Retention’ Model
This strategy states that there are three stages that every student
should pass through in order to have a successful higher education
experience. According to a Higher Education Academy study, “At the
individual level ‘belonging’ recognizes students’ subjective feelings of
relatedness or connectedness to the institution. This “involves feeling
connected.”
“Engagement – the HEA study adds – develops relationships with
others and promotes connectedness, but as Kelly (2001) points out,
some people with a lower need to belong* may be satisfied by few contacts, while others with greater need to belong may need many such
contacts. Kuh (2009, p. 683) has defined student engagement as “the
time and effort students devote to activities that are empirically linked to
desired outcomes of college and what institutions do to induce students
to participate in these activities.”
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Retention – in this study – is the one of the final steps to help student
to fulfill its degree program. The key is to understand that a student isn’t
a ‘temporary client,’ but a future professional and even a brand ambassador for your university which is more efficient than – for example –
STUDENT RETENTION
spending resources in marketing. In this way, retention means policies
that maintain a constant support for the student in every field that is
needed to complete his degree, either academic, financial, social or
even psychological.
3) Use of big data to improve student success
According to the US Department of Education, the California State University has developed a successful student retention strategy through
big data management.
Usually, organizations develop programs and plans to gather big data
as an objective by itself and then they use it as a registry of their performance.
But using big data efficiently works actually in the opposite way, by
collecting relevant info to improve management and achieve institutional goals.
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In California – US Department of Education explains – “the university
has developed a highly useful set of interactive reports that display
retention and graduation rates and achievement gaps. These reports
can track first-time freshmen and transfer students from the semester of
STUDENT RETENTION
entry to completion up to eight years later.”
“They can also track first-time underrepresented minority students over
the same time period. A key innovation is tracking of students who
begin as freshmen from the point in time when they attain upper division, declared major standing; this method eliminates student changing
of majors from college and department retention and graduation rates.”
“The campus is using this method to assign graduation rate improvement goals to colleges and to identify departments for improvement.
The campus has also developed a plethora of additional reports useful
for identifying students who need extra advising to stay on track and
who need coaching to avoid probation, as examples,” US Department
of Education says.
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Best practices
1) Close advisory from the first day
STUDENT RETENTION
“Evidence has consistently indicated the importance of new students
connecting with their advisor(s) very early in their first semester of
college,” a Mansfield University (Pennsylvania, US) paper cites. This
institution recommends that all advisors should meet individually or in
small groups with first-year students within two weeks of the start of the
semester.
2) Mandatory class attendance for all first year
Mansfield also says that freshmen need structure from the beginning.
“Once new students get even a week behind, they become at risk for
giving up and dropping out.” They recommend “to implement a mandatory class attendance policy for all first year and other lower level courses. Report students who miss more than two classes in succession so
that a retention team member can contact them for follow-up.”
3) First-year experience
One of the most common reasons of students quitting is the lack of integration. For several factors, they never get used to an academic environment,
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they feel that they don’t fit within the community. That’s why first-year
experience programs are commonly implemented by universities who
care about student retention.
STUDENT RETENTION
According to the University of Texas, these programs “create a small
community within the larger campus for first-year students, helping
them build relationships with other students as well as faculty and staff
(…). Students who participate demonstrate more positive relationships
with faculty, greater knowledge and use of campus resources, more
involvement in campus activities and better time-management skills
than their non-participating peers.”
4) Learning Community
Related to the last best practice, “learning communities build a sense
of academic and social community and increase engagement among
students and faculty, all of which lead to a variety of positive outcomes.
These may include improved academic achievement, credits earned
and self-reported learning,” the University of Texas explains.
“The literature suggests that participating students also demonstrate
greater progress in academic subjects, indicate increased satisfaction
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with the college and report greater use of student support services,” this
institution stands.
5) Social support
STUDENT RETENTION
Hanover Research consultants underline the importance of taking
care of students when they come from low-income social environments.
“Universities need to pay attention to the practical and emotional
barriers to college attendance low-income students face. This is borne
out by Georgia State’s program, which does not simply dispense
money to at-risk students and send them on their way. Its Keep HOPE
Alive grants are accompanied by mandatory workshops in time management, financial literacy and academic skills to help students regain
their footing.”
6) Examination Timing
Many first-year students get scared when facing a completely new exami-
nation schedule, so different from high school. Mansfield University says
that “the maxim “test early, test often” is particularly important for first-year
courses. These courses should follow the practices of assessing early
and often and avoiding a small number of major examinations as the
primary method of assessment. Low-risk or practice exams should be
used to help students adapt to the expectations of college-level learning.”
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7) First-year excellence
Last but not least, looking for excellence from the first day is an essential best practice in higher education to improve student retention rates.
In the paper entitled “Retention: A select critical inventory of best practi-
STUDENT RETENTION
ces”, Dr. Jeff Clark, from Sacramento State University, underlines
some following findings and recommendations:
“Institutions that achieve first-year excellence place a high priority on
the first year.”
“Leadership, operating on multiple levels, is essential to the achievement of excellence.”
“Excellence flourishes in a culture that encourages idea generation,
pilot projects, and experimentation.”
“Of the campuses that achieve first-year excellence, a common characteristic is clarity of institutional identity and mission and concomitant
respect for students.”
“Excellence in the first year relies on the direct involvement of an
institution’s faculty.”
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“First-year excellence necessitates both creative acquisition and
judicious use of financial resources.”
A central component of excellence is a steady outward gaze the willing-
STUDENT RETENTION
ness to learn from and share with others.
Excellence rests on an intentional first-year curriculum and on supportive curricular structures.
Excellence thrives in an environment where divisional walls are down.
“...enumerate the components of your own institutions first year” ...and
“conduct a major self-study of the first year as a single unit of analysis
using a campus wide task force.”
“These findings and recommendations – Dr. Clark explains – were part of
the conclusion of a study of thirteen colleges and universities in the United
States that, in the words of the authors, “have achieved excellence in the
way they structure and implement the first year.”
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STUDENT RETENTION
MARKETING
TO IMPROVE
STUDENT
ENGAGEMENT
Some college, no degree. That’s how
researchers call those who get into higher
education and, for several reasons, are
not able to fulfill the academic programs,
spending just a couple of years in the university and then quitting.
Between the strategies and tactics that
universities have developed to improve
student engagement, some have implemented marketing tactics to better communicate their student retention solutions.
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Professor Michael Fontaine, PhD, College of Management and Business
of National Louis University (Illinois, US) explains in his white paper entitled
“Student Relationship Management (SRM) in Higher Education: Addressing
the Expectations of an Ever Evolving Demographic and Its Impact on
STUDENT RETENTION
Retention” that “the idea of economic self-sufficiency and commoditization
of higher education have also depicted students as fee paying customers
and universities and colleges are switching from teacher-centered to
student-centered approaches for attracting and retaining students.”
Despite some academic resistance about referring to students as consumers, the global dropout phenomenon and the increasing number of new
higher education institutions has motivated many colleges and universities
to adopt this customer-oriented philosophy.
Professor Fontaine sets an example: “students who complain and are
responded to immediately, even if the response is not favorable, can
actually become more loyal than students who appear to be satisfied
without complaints (Kotler and Fox, 1995). Traditionally, businesses have
concentrated their marketing efforts on attracting new customers to maximize profits.”
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“Over the last few decades however, service-oriented businesses have
shifted away from this traditional marketing strategy toward a relationship
marketing approach that focuses on developing long-term relationships
with existing customers. This approach assumes that retaining satisfied
STUDENT RETENTION
customers will ultimately prove more cost-effective than continually spending marketing dollars on securing new customers (Barnes, Sines & Duckworth,
1994),” Professor Fontaine adds.
Relationship Marketing
This type of marketing specialty aims to create and nurture a loyalty bond
between student and university and has shown good results in student
retention strategies. In her white paper “Engaging the student as a customer:
a relationship marketing approach”, Professor Jana Lay-Hwa Bowden,
PhD, Macquaire University, stands that “relationship marketing initiatives
have increasingly been viewed as a means of achieving a sustainable competitive advantage (…) and the benefits of developing strong relationships
with customers are now well established. Customer retention is also a
more cost-effective approach than continual customer acquisition.”
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Students also have been adopting a new attitude in the way that they connect with universities: they are more willing to express their opinions about
the academic experience.
STUDENT RETENTION
Professor Bowden underlines that “Yang, Alessandri and Kinsey (2008),
for example, found that students did in fact perceive that they were in a
relationship with the institution and that this relationship was communal in
nature in that students perceived that the university intended to maintain a
long-lasting bond with them.”
“Those authors – she adds – further found that the quality of the studentuniversity relationship was a key driver of students’ positive perceptions of
the institutional brand. The students who held the highest-quality perceptions of the institution were also likely to have the strongest perceived relationship with the university brand itself (…). The student-university relationship has the potential to lead to the development of a positive reputation in
the educational marketplace (Yang, Alessandri and Kinsey 2008).”
Now, if higher education authorities want to build a long term relationship
with their students, as brands build relationships with their customers, they
should first know who their students are and what is important to them.
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Professors Robert Ackerman and John Schibrowsky from the University
of Nevada (Las Vegas, US) explain in their white paper entitled “A business
strategy applied to student retention: a higher education initiative”, that the
relationship marketing paradigm is built on the premise of learning
STUDENT RETENTION
everything relevant about the customer and then using that information to
service them.
This work also stands that a relationship marketing strategy contributes to
improving student retention rates, boosts the institutional reputation and
strengthens the learning experience. It also helps to reduce costs of student
administration (it is less expensive to retain students than to acquire new
ones).
Besides, this strategy must be understood as a long-term process that
goes beyond the graduation day. “In fact – Ackerman and Schibrowsky
add – graduation is properly viewed as an opportunity to strengthen and
refocus relationships with students so that they remain engaged with alma
mater as alums.”
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REFERENCIAS
“Signature Report 7: Some College, No Degree: A National View of
STUDENT RETENTION
Students with Some College Enrollment, but No Completion”, National
Student Clearinghouse Research Center.
http://nscresearchcenter.org/signaturereport7/
“Operation Student Success 2010-2014. Griffith Student Retention
Strategy 2010-2014”, Griffith University.
https://www.griffith.edu.au/__data/assets/pdf_file/0006/419469/Student
-Retention-Strategy.pdf
“Improving student retention in higher education”, Australian Universities Review.
www.universityworldnews.com/filemgmt_data/files/AUR_5102_Crosling.pdf
“Improving student retention in higher education seminar 2014”, Deloitte consultants.
http://www2.deloitte.com/content/dam/Deloitte/ie/Documents/PublicSe
ctor/2014_higher_event_slides_deloitte_ireland.pdf
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“Research to improve retention”, Inside Higher Ed journal.
https://www.insidehighered.com/views/2013/02/07/essay-useresearch-improve-student-retention
STUDENT RETENTION
“Student Engagement: The latest buzzword”, Times Higher Education.
https://www.timeshighereducation.com/news/student-engagementthe-latest-buzzword/2012947.article
“What is student engagement, anyway?”, Educause Review.
http://er.educause.edu/articles/2010/3/what--is-studentengagement-anyway
“Engagement Insights”, National Survey of Student Engagement 2015.
http://nsse.indiana.edu/NSSE_2015_Results/pdf/NSSE_2015_Annual
_Results.pdf
“What Works? Student Retention & Success programme 2012”, Higher
Education Academy UK.
https://www.heacademy.ac.uk/sites/default/files/what_works_final_repo
rt.pdf
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“Twelve best practices for student engagement and retention”, Mansfield University 2012.
http://www.mansfield.edu/academic-affairs/upload/Twelve-Best-
STUDENT RETENTION
Practices-for-Student-Engagement-and-Retention-2012.pdf
“Promising practices for promoting community college student success”, Center of Community College Student Engagement – The University of Texas at Austin, 2014.
http://www.ccsse.org/center/initiatives/highimpact/promisingpractices.cfm
“Best practices in improving retention of low-income college students”,
Hanover Research.
http://www.hanoverresearch.com/2013/02/26/best-practices-inimproving-retention-of-low-income-college-students/?i=healthcare-non
-providers
“RETENTION: A selected critical inventory of best practices”, professor
Jeff Clark, University of Sacramento, 2007.
http://www.csus.edu/oir/retention%20and%20graduation/retention%20
and%20graduation%20initiatives/retention%20task%20force/critical%2
0inventory.pdf
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“Student Relationship Management (SRM) in Higher Education:
Addressing the Expectations of an Ever Evolving Demographic and Its
Impact on Retention”, professor Michael Fontaine, 2014.
STUDENT RETENTION
http://jehdnet.com/journals/jehd/Vol_3_No_2_June_2014/7.pdf
Dropout and Completion in Higher Education in Europe report 2015
http://ec.europa.eu/education/library/study/2015/dropoutcompletion-he_en.pdf
U-Planner: Why student engagement is so critical for retention in
Mexico
http://www.u-planner.com/blog/why-student-engagement-is-socritical-for-retention-in-mexico
The National Center for Education Statistics (NCES)
http://nces.ed.gov/
Universidad Javeriana de Colombia: Retención estudiantil en la educación superior (2012)
http://www.javeriana.edu.co/documents/15838/273636/Retenci%25C3
%25B3nEstudiantil2012.pdf/124fdba5-2318-432a-8e9f-126a2501c229
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36
US Department of Education
http://www.ed.gov/college-completion/promisingstrategies/tags/Retention
STUDENT RETENTION
Scielo: “Estrés académico, deserción y estrategias de retención de
estudiantes en la educación superior” – “Academic stress, desertion
and retention strategies for students in higher education” (2014)
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0124-006
42015000200013
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U-Retention
Early dropout
warning
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