Content area
Full Text
ABSTRACT:
Student retention in postsecondary institutions continues to be a vexing problem, as graduation rates have continued to decline over the last decade. To be a competitive force in the global economy, it is crucial to keep students in school. This research uses a conceptual data model to introduce academic leaders' (N = 104) perspectives to increase enrollment, retention, and graduation rates in higher education. The study is composed of two different facets. First, a review was conducted on a subsegment of the Minnesota Measures data regarding student enrollment and performance in two- and four- year degree programs in higher education in the state of Minnesota. Second, strategic methods are introducedfrom academic leaders involved in planning and developing programs to increase enrollment, retention, and graduation rates; findings provide special attention to reaching out to the minority population, first-generation students, and new attendees.
Most people have heard the infamous phrase, "Knowledge is Power." And President Barak Obama (2008) has stated, "Now is the time to finally meet our moral obligation to provide every child a world-class education, because it will take nothing less to compete in the global economy" (p. 3). Although these phrases and many others accentuate the importance of education, the state of Minnesota is modeling the way by working assiduously to increase student enrollment, retention, and graduation (ERG) rates in higher education. Academic leaders are working toward this goal by creating a positive environment of academic excellence and developing systematic programs to assist all students with achieving academic success. For the purpose of this research, the term academic leaders is defined as those individuals working directly or indirectly to support student achievement and academic success. These leaders include the academic President's Cabinet (e.g., chief administrators and executive officers), directors, managers, professors, teachers, and instructors. In addition, these leaders have been involved in planning and developing programs to increase ERG rates, therefore, this study offers a platform to introduce their perspectives. The leaders, all from the state of Minnesota, are employed in public technical colleges and community colleges.
Research focuses on public technical and community colleges because they represent a point of initial entry for many students. Historically more than half of students of color have enrolled in community colleges (AACC, 2011). Community...