The college experience is a rite of passage that is
an avenue to higher income and levels of employment. Students often experience
difficulty making the transitions from home life to a traditional college
setting without support. For some students the transition requires the acceptance
of new connections and social networks with people that support their goals.
Student retention has become a bigger concern for colleges in recent years and
research helps support how colleges can increase these retention rates as
students make these difficult life-changing choices.
Even though there is literature available on how to
improve retention rates the actual percentages of retention have not changed
much over the past decade (NCES, 2005). The period of adjustment to college
life can be difficult for many students as they transition out of their homes
and into a new way of thinking and living. Over the past decade the nature of
college and the demographics of students are adjusting to new ways of living
and this may require new ways of viewing retention.
Prior research indicates that a seminar in the first
year helped improve student retention and increase student satisfaction (Astin
et al, 2002). Such seminars help students make the transition from their old
worlds to the new worlds. Retention may be in part associated with the disappearance
of social networks from their homes and not finding appropriate support
networks within college.
The use of student advisers can have an impact on students
ability to make this important transition. The skill and strength of the advisory-advisee relationship had an impact on the overall success of first-year
student experiences (Nutt, 2003). Students relied on these advisers to give
them direction, information, and advice in a number of arenas. The more connected the students were to the advisers that more able they were to make appropriate choices.
Understanding how and why students do not transition
into college life is important in helping students achieve their long-term
goals. Much of the previous research has been on traditional universities where
students physically move from one location to another. However, the transition
may be more of a mental transition and those who have been prepared by their
home environment are more likely to have higher levels of success.
Research conducted by Hsu & Bailey (2011) administered
surveys to all Foundations of Business Courses for seven semesters at
undergraduate courses of an AACSB school. The survey assessed 1.) the level of
advisement from various sources within the university (i.e. advisors, instructors,
friends, etc…), 2.) student difficulties
(away from home, social fit, jobs, etc…) and 3.) whether or not students would
return to school next semester. A total of 913 freshman under the age of 24
participated in the study.
Results:
-Students who said they would not return indicated
that their advisor would not share information with them or help them set a
plan.
-Students who said they would not return skipped
classes more often and had other difficulties in college life.
-The students who said they would not return to
college relied less on their friends and others.
-Students had a favorable view of the 4-year study
plan.
-Improving relationships between faculty members and
students improved retention.
Analysis:
Students and their ability of achieving their goals
with a university education relies in part on their perceived ability to
transition from one lifestyle and move into the next. The more connections and
help a student has in making new connections, communities, and social networks
within the school will often determine their success level. Many of the
problems students face may be associated with their prior experiences, home
networks, and perception of their ability to make this transition. However, the
advisor is often the first person such students contact and becomes their initial
association to the university. Advisors, who have the ability to give
appropriate information, maintain relationships, and help students make the
transition are likely to see higher levels of retention. One must wonder if chronic positive behavior
by universities can help students feel more confident about this transition,
encourage engagement, and further their opportunities for success.
Author: Dr. Murad Abel
Astin, A. W., Oseguera, L., Sax, L.
J., & Korn, W. S. (2002). The
American freshman: Thirty-five year trends. Los Angeles: Higher Education
Research Institute, UCLA.
Hsu, M. & Bailey, A. (2011). Retention in Business Education:
Understanding Business Student Perceptions of Academic Advising and College
Life. International Journal of Business
and Social Science, 2 (21).
National Center for Education Statistics (NCES), (2010).
Statistical Analysis Report 2005-
156. Retrieved March 9th, 2013, from
Web site: http://nces.ed.gov/das/epubs/2005156/
Nutt, C. L. (2003). Academic
advising and student retention and persistence
. NACADA. Clearinghouse of Academic
Advising Resources. Advising Issues &
Resources.
