Book chapter
28Theories, Findings, and Implications from Higher Education Research on Student Success
How College Students Succeed, pp.28-50
Routledge
2022
DOI: 10.4324/9781003445159-3
Abstract
Research on higher education-and specifically on issues of student success-has a long history. Berger et al. (2012) provided an overview of various contextual issues related to retention, with specific focus on how scholars and administrators have defined and contextualized retention historically. They presented the historical progression of retention through nine time frames: (a) retention prehistory (1600s to mid-1800s), (b) evolving toward retention (mid-1800s-1900), (c) early developments (1900-1950), (d) dealing with expansion (1950s), (e) preventing dropouts (1960s), (f) building theory (1970s), (g) managing enrollments (1980s), (h) broadening horizons (1990s), and (i) current and future trends (early 21st century). Particularly since the 1960s, scholars and administrators have focused on retention as a universal concern in higher education, which has then led to practical, theoretical, and intellectual advancements in retention theory and practice.
Details
- Title: Subtitle
- 28Theories, Findings, and Implications from Higher Education Research on Student Success
- Creators
- Nicholas A. BowmanJason C. Garvey
- Contributors
- Nicholas A. Bowman (Editor)
- Resource Type
- Book chapter
- Publication Details
- How College Students Succeed, pp.28-50
- Publisher
- Routledge
- DOI
- 10.4324/9781003445159-3
- Alternative title
- How College Students Succeed
- Language
- English
- Date published
- 2022
- Academic Unit
- Educational Policy and Leadership Studies; Public Policy Center (Archive); Center for Social Science Innovation
- Record Identifier
- 9984436281002771
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