Exploring Relatedness to Field of Study as an Indicator of Student Retention

Autor/inn/en	Watson, Glenice; Johnson, Greer Cavallaro; Austin, Helena
Titel	Exploring Relatedness to Field of Study as an Indicator of Student Retention
Quelle	In: Higher Education Research and Development, 23 (2004) 1, S.57-72 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
Schlagwörter	School Holding Power; Education Courses; Academic Persistence; Higher Education; Student Attitudes; Student Motivation; Majors (Students); Mentors; Intervention; Surveys + Suchen Sie Ihr Suchwort? Fortbildungskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Schulische Motivation; Survey; Umfrage; Befragung
Abstract	Currently, tertiary education student retention is an important concern for universities. Prior research suggests that course completion depends on a number of factors, many of which are recalcitrant to intervention. This paper explores one factor: student relatedness to their chosen course and profession, as evidenced within two education courses. The analysis of survey and focus group data from first year, semester one students has found that the respondents relate to their course and their profession more idealistically than pragmatically. We suggest that relative unawareness of the realities of teaching might retain students in the early years, only to cause attrition when harsher realities of classrooms set in during the later years of their course. Two possible interventions are considered: post-structurally-derived critical reflection and peer mentoring in the hope that they will facilitate a blend of idealism and pragmatism that will sustain students to course completion and entry into their profession. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10