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Minimising Attrition: Strategies for Assisting Students Who Are at Risk of Withdrawal

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Title: Minimising Attrition: Strategies for Assisting Students Who Are at Risk of Withdrawal
Language: English
Authors: Park, Caroline L., Perry, Beth, Edwards, Margaret
Source: Innovations in Education and Teaching International. Feb 2011 48(1):37-47.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 11
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Graduate Students, Distance Education, Academic Persistence, At Risk Students, Withdrawal (Education), Allied Health Occupations Education, Models, Online Courses, Educational Strategies, Academic Achievement, Universities
DOI: 10.1080/14703297.2010.543769
ISSN: 1470-3297
Abstract: This paper explores strategies aimed at minimising attrition by encouraging persistence among online graduate students who are considering withdrawal. It builds upon earlier studies conducted by a team of researchers who teach online graduate students in health care at Athabasca University. First, in 2008-2009, Park, Boman, Care, Edwards, and Perry reviewed assumptions held related to attrition of online learners and defined key terms such as persistence and attrition. Next, Perry, Boman, Care, Edwards, and Park explored factors that influenced online students' decisions to withdraw. Reported in this paper are strategies related to course design, course delivery, and programme organisation that could reduce attrition rates. An additional section of the paper focuses on strategies to ease the re-integration of students who have withdrawn and subsequently want to return to their studies. Rovai's Composite Persistence Model and Harter and Szurminski's Project Assuring Student Success (PASS) programme are used as a framework for analysis and for generation of recommended strategies. (Contains 1 figure.)
Abstractor: As Provided
Number of References: 18
Entry Date: 2011
Accession Number: EJ917698
Database: ERIC
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  Value: <anid>AN0059131156;hzj01feb.11;2019Feb27.12:20;v2.2.500</anid> <title id="AN0059131156-1">Minimising attrition: strategies for assisting students who are at risk of withdrawal. </title> <p>This paper explores strategies aimed at minimising attrition by encouraging persistence among online graduate students who are considering withdrawal. It builds upon earlier studies conducted by a team of researchers who teach online graduate students in health care at Athabasca University. First, in 2008–2009, Park, Boman, Care, Edwards, and Perry reviewed assumptions held related to attrition of online learners and defined key terms such as persistence and attrition. Next, Perry, Boman, Care, Edwards, and Park explored factors that influenced online students' decisions to withdraw. Reported in this paper are strategies related to course design, course delivery, and programme organisation that could reduce attrition rates. An additional section of the paper focuses on strategies to ease the re‐integration of students who have withdrawn and subsequently want to return to their studies. Rovai's Composite Persistence Model and Harter and Szurminski's Project Assuring Student Success (PASS) programme are used as a framework for analysis and for generation of recommended strategies.</p> <p>Keywords: attrition; persistence; online graduate students; withdrawal; re‐integration</p> <hd id="AN0059131156-2">Introduction</hd> <p>This paper focuses on proactive strategies aimed at minimising online graduate student attrition. It is based on research concerning factors influencing students' decisions to withdraw (Perry, Boman, Care, Edwards, & Park, [<reflink idref="bib9" id="ref1">9</reflink>]) and assumptions held in relation to persistence and attrition rates (Park, Boman, Care, Edwards, & Perry, [<reflink idref="bib8" id="ref2">8</reflink>]). Perry et al. (2008) found personal reasons (often related to life or work commitments) and programme reasons (usually related to learning style and fit with career) caused students to consider withdrawal. With a better understanding of these factors, and more precise definitions of attrition and persistence, it became possible to propose strategies to enhance persistence rates thus minimising attrition. Strategies presented relate to course design, course delivery, and programme organisation, and are aimed at reducing attrition in order to maximise use of the resources. Also reviewed are strategies to ease the re‐integration of students who have withdrawn and subsequently decide to return to studies. Recommended strategies were generated from the literature, including Rovai's ([<reflink idref="bib11" id="ref3">11</reflink>]) Composite Persistence Model (CPM) and Harter and Szurminski's ([<reflink idref="bib3" id="ref4">3</reflink>]) Project Assuring Student Success (PASS).</p> <hd id="AN0059131156-3">Literature review</hd> <p>College and university administrators are concerned about of the issue of student attrition in both online and traditional programmes. Simpson ([<reflink idref="bib12" id="ref5">12</reflink>]) notes, 'There is increasing interest in student retention in open and distance learning' (p. 79). For a variety of reasons, including being responsible stewards of resources, and wanting to provide a positive educational experience for learners, administrators take attrition seriously. According to Bruning ([<reflink idref="bib1" id="ref6">1</reflink>]), 'today's university administrators recognise the financial and reputational benefits that can be accrued as a result of effective retention strategies' (p. 39).</p> <p>In Harter and Szurminski's ([<reflink idref="bib3" id="ref7">3</reflink>]) opinion, student attrition and retention have become central issues as increasing numbers of 'non‐traditional' students are attending institutions of higher education. Students in the non‐traditional group may include older students, single parents, students with learning disabilities, learners who are working as well as attending school, and students with complex family care responsibilities. Conflicting demands on their time and energies leave such learners at risk of early leaving from their programmes of study. Perhaps proactive strategies, put in place early in their higher educational experiences, would minimise the likelihood of withdrawal or, if it is in the best interests of the learner, ease withdrawal and re‐entry into the programme at a later time.</p> <p>Glogowska, Young, and Lockyer ([<reflink idref="bib2" id="ref8">2</reflink>]) reported on a study of factors influencing nursing students' decisions about early leaving. These authors described four 'pull' factors which act to keep learners in courses and six 'push' factors that cause leaving. The pull factors are determination, commitment to a chosen profession, informal support, and formal support. While challenges of academic work, burden of other demands, financial strain, lack of support, negative early experiences, and illness or injury were deemed the push factors.</p> <p>Rovai's ([<reflink idref="bib11" id="ref9">11</reflink>]) Composite Persistence Model (CPM) is useful as a framework for the generation of recommended strategies (Figure 1). This model helps to explain persistence in online distance education programmes. The CPM evolved from Tinto's Student Integration Model ([<reflink idref="bib13" id="ref10">13</reflink>]) and Metzner and Bean's Student Attrition Model ([<reflink idref="bib6" id="ref11">6</reflink>]). To the foundation provided by Tinto and Metzner and Bean, Rovai added new variables in several categories. Under student characteristics he added: (a) computing; (b) literacy discussion; (c) time management; and (d) computer interpersonal interaction, which he acquired from the work of Rowntree (1995, as cited by Rovai, [11]). Under internal factors Rovai added the five specialised needs of distance learners developed by Workman and Stenard (1996, as cited by Rovai, [11]): (a) consistency and clarity of online programs, policies and procedures; (b) self‐esteem; (c) identification with the college; (d) social integration; and (e) access to support services (pp. 10–11). Finally, Rovai added the entirely new category of pedagogy: learning styles and teaching styles. For this category he draws upon the conclusions of Kerka (1996), Grow (1996) and Sherry (1996) (as cited by Rovai, [<reflink idref="bib11" id="ref12">11</reflink>]). The CPM clearly identifies the factors that may influence student persistence. In other words, Rovai attempted to formulate a model that captures the multiple factors that influence students to stay in a programme or course. These could be considered pull factors using Glogowska et al.'s ([<reflink idref="bib2" id="ref13">2</reflink>]) language. It seems logical that the absence of these persistence factors may be the causes of attrition.</p> <p>Graph: Figure 1 Rovai's Composite Persistence Model ([<reflink idref="bib11" id="ref14">11</reflink>], p. 9).</p> <p>Harter and Szurminski ([<reflink idref="bib3" id="ref15">3</reflink>]) described Mercy College's PASS programme which was designed to address declining student retention rates. This extensive programme tested multiple strategies for reducing attrition finding success with proactive interventions. Harter emphasises the importance of being proactive rather than reactive in taking measures to reduce attrition.</p> <p>Simpson ([<reflink idref="bib12" id="ref16">12</reflink>]) reminds us that 'some dropout is beyond the power of any institution to influence' (p. 81). In particular those circumstances which Perry et al. ([<reflink idref="bib9" id="ref17">9</reflink>]) categorised as 'personal reasons,' including illness and domestic circumstances may cause unpreventable attrition. Simpson ([<reflink idref="bib12" id="ref18">12</reflink>]) also notes that attrition prevention interventions may have different effects that could all be considered successful. For example, Simpson differentiates recruitment (getting students from registration to actually starting a course), retention of students in a course, retrieval (getting students back into a course they have dropped) and reclamation (getting students back into a subsequent presentation of the same course or a different course in some future year). Yorke and Longden ([<reflink idref="bib18" id="ref19">18</reflink>]) conclude that retention is still an issue in the United Kingdom after years of intervention because, the reasons for leaving first year, as reported by students, 'are deep seated characteristics of students and in any case are outside the influence of the institution' (p. 45).</p> <hd id="AN0059131156-4">Definitions and discussion of assumptions related to persistence and attrition</hd> <p>Rovai ([<reflink idref="bib11" id="ref20">11</reflink>]) defined persistence as, 'the length of time an adult learner attends classes,' while attrition was considered to be 'departure from a program without successful completion' (Quigley, 1997 as cited in Rovai, [<reflink idref="bib11" id="ref21">11</reflink>], p. 2).</p> <p>Park et al. (2008), in conducting their research related to attrition, considered four widely held assumptions: persistence is a good thing, persistence is an indicator of a programme's ability to satisfy student need, persistence is lower in distance education programmes when compared to classroom based programmes, and comparisons of persistence rates have meaning. In summary, after considering each assumption in turn, they found that all of these assumptions could be challenged.</p> <hd id="AN0059131156-5">Factors influencing students' decisions to withdraw</hd> <p>In a qualitative study of factors that influenced online graduate students to withdraw, Perry et al. ([<reflink idref="bib9" id="ref22">9</reflink>]) found personal reasons (often related to life or work commitments) and programme reasons (usually related to learning style and fit with career) were the most commonly stated reasons for leaving. Knowing these were the primary factors that influenced students' decisions to withdraw, it became more evident that providing academic and other support services for students who were at risk for dropping out might reduce attrition. To this end, strategies to enhance persistence rates were developed, through the provision of appropriate academic and other support services.</p> <hd id="AN0059131156-6">Strategies to enhance persistence rates</hd> <p>The overarching theme is that effective attrition prevention requires a programme of interventions at least some of which are proactive. Most interventions described in this section are proactive, and initiated by a member of the support staff or faculty. Also reviewed are strategies to ease the re‐integration of students who have withdrawn and subsequently return to their programmes. Strategies presented relate to programme design, course delivery, and programme organisation and are aimed at reducing attrition rates to maximise use of resources, both human and financial. With a better understanding of factors that influence students' decisions to withdraw, more precise definitions of attrition and persistence, and knowledge of scholarly literature on the topic, it is possible to develop strategies to minimise attrition.</p> <hd id="AN0059131156-7">Strategies related to course design</hd> <p></p> <hd id="AN0059131156-8">Matching learning style to course design</hd> <p>It has long been believed that people have different learning styles. In 1984 Kolb theorised that people develop preferences for different learning styles and he grouped learners into tactile/kinaesthetic, visual, and auditory types. Rovai's (2002) CPM included learning style as an internal factor that influences persistence. Perhaps those students in the Perry et al. ([<reflink idref="bib9" id="ref23">9</reflink>]) study who decided to withdraw for programme reasons related to learning style were in programmes that did not match their learning style preference.</p> <p>To facilitate matching learning style to course design, it may be optimal for instructors to assess learners at the beginning of the course to determine individual learning style preferences and then to follow‐up by including elements in the course design that meet learners' needs. Designing courses that include elements of choice in learning activities and course assignments is one way that the variety in learning styles can easily be accommodated within the same course. It was once believed that online course design was limited in that it was largely suited to the visual learner. However, with advancements in technology and with the advent of new online teaching technologies suited to auditory and kinaesthetic learning styles, courses offered via the Internet can be designed to accommodate multiple learning styles. Designing courses (both traditional and online) that appeal to various learning styles is one way that lack of programme fit can be minimised as a reason for withdrawal. Instructional strategies, which were once reserved for students with individualised special learning needs, like hearing or vision impairments, are now being introduced into course design so that every student can have access.</p> <hd id="AN0059131156-9">Ensure social interaction</hd> <p>Reneland and Ahlbäck ([<reflink idref="bib10" id="ref24">10</reflink>]) found that support from peers was an important motivator for students to finish online courses. Classmate encouragement was ranked higher than instructor support in their study of dropout prevention. This finding suggests that meaningful social interaction between classmates in online courses should be facilitated in order to reduce attrition. Rovai ([<reflink idref="bib11" id="ref25">11</reflink>]) reminded us that meaningful social interaction even in distance courses was possible when courses were designed with interactive learning activities. Reneland and Ahlbäck ([<reflink idref="bib10" id="ref26">10</reflink>]) provided specific guidance for course designers on ways to make courses more interactive. Specifically, they noted that one way student‐to‐student interaction is achieved is by organising learning situations around reflective questions so that knowledge becomes available for mutual understanding. Additionally, group activities should be included to facilitate the peer interaction and support that motivates some learners to continue their studies.</p> <hd id="AN0059131156-10">Strategies related to course delivery</hd> <p></p> <hd id="AN0059131156-11">Mentoring</hd> <p>Harter and Szurminski ([<reflink idref="bib3" id="ref27">3</reflink>]) described Mercy College's PASS which was designed to address declining student retention rates. Elements of this programme may be useful starting points for determining strategies to reduce attrition that are focused on course delivery including mentoring. In the PASS project, all students were assigned either a faculty or professional staff member as a mentor and students met with their mentors at least three times each term. Wilkes ([<reflink idref="bib16" id="ref28">16</reflink>]) carried out an extensive literature review related to student–mentor relationships and found that students considered a mentor to be very important to their learning environment. A healthy mentor–student relationship can be especially supportive if the mentor demonstrates such qualities as a positive attitude, friendliness, patience, a sense of humour, accessibility, and the ability to provide individual encouragement (Papp, Markkanen, & von Bonsdorff, [<reflink idref="bib7" id="ref29">7</reflink>]). Mentors may also be able to identify potential problems students encounter early and help to direct them toward appropriate resources to aid with concerns before these problems threaten their studies. Rovai's CPM (2002) also highlights 'interpersonal relationships' as a key student need. Glogowska et al. ([<reflink idref="bib2" id="ref30">2</reflink>]) identified formal support as one of the 'pull factors' that encouraged learners in their study to persist. If each student had a formally assigned mentor who could provide support during times of crisis then attrition might be reduced. One notable caution related to the mentoring strategy is the need to be mindful of mentor workloads so that they have adequate time to facilitate meaningful and effective relationships.</p> <hd id="AN0059131156-12">Mid‐term progress reports</hd> <p>In the PASS model students who were falling behind academically were issued a mid‐term report and required to seek formal assistance with their studies from a Student Success Center (Harter & Szurminski, [<reflink idref="bib3" id="ref31">3</reflink>], p. 6). At the Student Success Center students received services such as group tutoring, information on study skills and time management, and counselling. Such progress reports are an effective retention strategy because they identify problems early and they trigger follow‐up to provide learners with access to resources to assist them with the specific issues that may be inhibiting their academic success. This strategy would be most helpful for students considering leaving for personal reasons or those often related to life or work commitments (Perry et al., [<reflink idref="bib9" id="ref32">9</reflink>]). Rovai's CPM ([<reflink idref="bib11" id="ref33">11</reflink>]) provides support for this intervention. The CPM provides a list of skills students need to persist academically including computer literacy, information literacy, time management, reading and writing, and computer‐based interaction. The absence of facility with any of these skills could inhibit learners from achieving academic success and persisting. The Student Success Center proposed by Harter and Szurminski ([<reflink idref="bib3" id="ref34">3</reflink>]) could provide students with resources to assist them with these foundational skills.</p> <hd id="AN0059131156-13">Regular student contact</hd> <p>Students who are studying online are at risk of feelings of isolation as they do not have the opportunity to meet face‐to‐face on a regular basis with their professors and classmates. This experience of isolation may be a risk factor for student withdrawal. Not having regular contact may also prevent the early identification of students at risk by faculty and it may limit students' perception of access to support resources. To overcome such problems Visser ([<reflink idref="bib15" id="ref35">15</reflink>]) devised a 'Motivational Messaging System' which employed short messages sent to students on a regular basis throughout a semester. Keller's (1987) Attention, Relevance, Confidence and Satisfaction Model (ARCS) recommends that any such student contact must get the students' attention, be relevant, enhance confidence, and promote satisfaction. Such proactive contact is particularly important for the 'quiet student' who might not make contact with student support resources. Proactive contact initiated routinely by such tools might remind learners that they are part of a 'learning community' in Rovai's terms (2002) a factor that he deems important to persistence.</p> <p>Faculty and/or support staff could be responsible for making these connections with students. The message could take many forms including electronic notes, a telephone call, or a postcard. Such communiqués could remind learners that they are important participants in the course/programme and invite them to make contact if they are experiencing any specific issues or concerns. It would seem that the more personalised the message, the more meaningful it would be to the student. Some unanswered questions remain regarding the optimum form and frequency of such contacts. However, their potential to reduce attrition by making learners feel a part of a course/programme and by helping to connect learners with needed resources pre‐emptively is notable.</p> <hd id="AN0059131156-14">Strategies related to programme organisation</hd> <p></p> <hd id="AN0059131156-15">Mandatory orientation</hd> <p>In the PASS model all students entering a programme were required to attend a full day orientation session tailored to their specific academic programme and specific needs (Harter & Szurminski, [<reflink idref="bib3" id="ref36">3</reflink>], p. 5). The orientation served several purposes beyond familiarising learners with college policies and procedures. Other spin‐off benefits included students having the opportunity to meet one another and their professors and the informal support systems that resulted. Having the sessions customised to individual needs and priorities also ensured that each person was equipped with resources tailored to their unique situation. In the CPM Rovai ([<reflink idref="bib11" id="ref37">11</reflink>]) lists such factors as identification with the school and interpersonal relations as important after admission persistence factors. Attending an orientation programme could trigger interpersonal relationships and promote students internalising the values and mission of the institution at which the learners are studying. In distance learning situations, the logistics of a mandatory, real‐time, full‐day orientation session become more complex but there is technology available that could facilitate such an encounter and predispose those gathering to similar positive outcomes. We propose that the more multi‐media such virtual orientation sessions are, the more likely they are to be effective. Optimally, participants should be able to see and hear each other as well as communicate through typed messages, to facilitate as many individual learning styles as possible.</p> <p>An orientation session at the onset of an educational session would be most helpful in preventing the category of factors influencing withdrawal related to 'personal issues' (Perry et al., 2008). Although, if the orientation included testimonials from programme graduates and detailed information related to courses, it might also help students who are not enrolled in a programme that meets their career needs to discover this early and to withdraw appropriately.</p> <hd id="AN0059131156-16">Academic advising</hd> <p>In the PASS model their system of academic advising was redesigned to include particular emphasis on the strategic selection of outstanding advisors and careful training of those in this role to ensure that students received accurate, timely advice (Harter & Szurminski, [<reflink idref="bib3" id="ref38">3</reflink>]). Rovai's CPM ([<reflink idref="bib11" id="ref39">11</reflink>]) itemises advising as a factor critical to persistence. He also includes clarity of programmes and accessibility to services as other student needs that could be facilitated by expert advising.</p> <p>Exemplary student advising would be particularly helpful to those students who were questioning their enrolment based on what Perry et al. ([<reflink idref="bib9" id="ref40">9</reflink>]) called 'program reasons', those reasons usually related to learning style and fit with career. Academic advisors might also be key resources assisting learners to be strategic if they plan to withdraw and re‐enter at a later time, or as Simpson ([<reflink idref="bib12" id="ref41">12</reflink>]) called it reclamation.</p> <hd id="AN0059131156-17">Success strategies course</hd> <p>The PASS model also included a mandatory credit course focused on strategies to enhance academic performance and achieve effective learning (Harter & Szurminski, [<reflink idref="bib3" id="ref42">3</reflink>], p. 5). Although Harter and Szurminski did not specify what was included in the curriculum of this course, perhaps strategies such as workload planning, key boarding, study‐skills, and writing workshops might be appropriate. In keeping with Rovai's ([<reflink idref="bib11" id="ref43">11</reflink>]) guidance from the CPM it would be important to also include computer literacy, information literacy and computer‐based interaction skills in a success strategies course particularly if the learner was studying online.</p> <p>It is interesting to note that in the PASS model the success strategies course was a credit course. Although many programmes of study seem pressed to accommodate all of the content that the course designers believe is necessary, in many ways it makes sense to make room in the early part of the programme for a success strategies course. Such a course should provide learners with skills they need to maximise what they learn in subsequent courses and it should also help to prevent attrition by assisting students to manage their personal and professional lives so that effective studying is possible. In other words, it would be a good investment of time to include a success strategies course in the curriculum.</p> <hd id="AN0059131156-18">Careful admission screening</hd> <p>According to Johnson and Kreuzer ([<reflink idref="bib4" id="ref44">4</reflink>]) academic preparation is a well‐established predictor of whether a student will persist and graduate. One basic strategy related to course design may be to ensure that students entering the programme are academically qualified and have the ability to succeed. It is both the best use of resources (human and financial), and the perhaps the most ethical, to eliminate those learners who are not academically suited to a particular programme through screening processes before they begin. The CPM also includes a category called 'student characteristics' one of which is academic preparation (Rovai, [<reflink idref="bib11" id="ref45">11</reflink>]).</p> <p>Johnson and Kreuzer ([<reflink idref="bib4" id="ref46">4</reflink>]) also list the student's attitude toward the post‐secondary experience as playing a significant role in whether a student will complete a given programme. Although attitude is difficult to assess this reminds those setting admission criteria that some attempt at assessment of the applicant's attitude about learning and programme success should be made when considering whether to admit. Strategies to determine attitude could include situational interview questions, standard attitudinal assessment scales, and references.</p> <p>Beyond attitude, Rovai ([<reflink idref="bib11" id="ref47">11</reflink>]) also cautions that intellectual development and study habits contribute to student persistence. These may be other categories that should be evaluated as part of the admission screening.</p> <hd id="AN0059131156-19">Focus on student–university relationship attitudes</hd> <p>Bruning ([<reflink idref="bib1" id="ref48">1</reflink>]) notes, effective student–university relationships are potentially mutually beneficial. Further, this researcher concluded that if the university demonstrated commitment, trust and openness in their relationship with students it influenced levels of student satisfaction. In other words, building relationships with students may positively influence retention. Yorke ([<reflink idref="bib17" id="ref49">17</reflink>]) lists a sense of belonging first in his discussion of 'what open and distance learning programs might do to enhance student persistence' (p. 26). Retention begins when a student first initiates contact with university personnel. If all people involved with students, including support staff and faculty, are attentive to building positive relationships with learners throughout the duration of their educational experience then student satisfaction and retention levels should increase.</p> <p>Again the literature, including the CPM, supports this strategy from a theoretical perspective. In particular the CPM highlights the value of maintenance of student self‐esteem and the importance of institutional commitment to learner success. A positive attitude projected by all university staff should facilitate both of these Rovai persistence factors ([<reflink idref="bib11" id="ref50">11</reflink>]).</p> <hd id="AN0059131156-20">Strategies to ease re‐integration</hd> <p>As noted in the study by Perry et al. (2008) students are often forced to leave their programmes early because of personal or professional issues that cause them stress. Yorke ([<reflink idref="bib17" id="ref51">17</reflink>]) suggests that 're‐engagement with the same provider after a deliberate break' might be called 'repeat business' (p. 26). A comprehensive attrition prevention programme should include strategies for helping students to successfully re‐enter a programme.</p> <hd id="AN0059131156-21">Formalised re‐entry plans</hd> <p>Logically, if students are returning to the programme it may be appropriate to offer them support in the form of coping strategy awareness or time management courses. It may be necessary to provide the returning students with counselling that helps them assess the resources they have to help them succeed and to help them set realistic expectations for their future academic performance. Before they begin to study again, students may need guidance that helps them to consider why they withdrew initially and if they now have the resources and plans in place to balance their studies and other demands. Inevitably in due time another crisis will be encountered by the returning student. Perhaps time and energy exerted at planning their responses to new stressors should be expended before they return to their studies in order to prevent the reoccurrence of a withdrawal situation.</p> <p>Withdrawing learners who plan to return to their programmes of study should be assisted to develop and file a re‐entry plan prior to leaving. Student advisors may play an important role in facilitating this. Having a formal document filed with both the learner and the university would give the student a goal to focus on and help university administrators plan for the learner's re‐entry. This might be especially helpful if university resources are limited. It might also help to ease the angst expressed by withdrawing students in the Perry et al. (2008) study who noted how difficult it was to make the decision to leave. Making a plan to return might provide students in crisis with some hope that their academic plans will resume at a later time.</p> <hd id="AN0059131156-22">Questions for future research</hd> <p>This paper based on prior research on the topic of student attrition provides some concrete practical strategies for pre‐empting withdrawal and for retrieving and reclaiming students who have dropped out. However, many questions for future research emerge that will both help to refine the strategies described in this paper as well as provide guidance on others strategies. For example, which of the attrition prevention interventions are most effective? Are there specific strategies that would be more effective for online learners? Who would be the most effective for initiating each strategy? In what circumstances should prevention of attrition not be a goal? The answers to these and many additional questions, also requiring further research, would provide additional guidance for university administrators and educators who wrestle with the messy issue of student attrition.</p> <hd id="AN0059131156-23">Conclusion</hd> <p>Our goal as educators is to encourage student success. One strategy to minimise attrition (or at least ensure that the withdrawals that do occur are in the best interests of the learner and the programme) is enhanced faculty and staff knowledge related to the issues around attrition. Implementing strategies to reduce student attrition that are appropriate to a specific student population is important. Deliberate student retention plans do make a difference. For example, after the PASS programme was implemented retention rates rose from 82% to 89.7% (Harter & Szurminski, [<reflink idref="bib3" id="ref52">3</reflink>], p. 1).</p> <p>Additionally, ensuring that all staff who are supporting students in any way during their educational experience, from the receptionist who meets potential students, to the dean of the programme, to the university president, are student‐focused in their attitudes and responses, is vital for student retention. Anecdotally, it is students who experienced serious personal or professional stress during their programmes and decided to persist, who comment at convocation, 'If it wasn't for Professor A or for my advisors, or for the guidance from the Dean I would have dropped out.' Such comments are strong indicators of the vital role that each student encounter in higher education has and the potential professors have to influence whether students persist or withdraw.</p> <hd id="AN0059131156-24">Notes on contributors</hd> <p>Caroline L. Park, PhD is a registered nurse with a PhD in educational administration. She is associate professor and research facilitator in the Centre for Nursing and Health Studies at Athabasca University. Since 1999, Dr. Park has been developing graduate level courses and teaching online. Her current research interest is in multi‐disciplinary research teams and mobile technology to enhance clinical practice. Prior to her current position at Athabasca University, which she finds both interesting and exciting, Dr. Park taught at a regular 'bricks and mortar' university for many years and worked within the Department of Health in a provincial government as a policy advisor.</p> <p>Beth Perry, PhD is an associate professor in the Centre for Nursing and Health Studies at Athabasca University in Canada. Athabasca University is Canada's Open University offering distance and online education. Beth's areas of research include innovative online teaching strategies and exemplary online teaching practices. She also studies exemplary nursing care and career fulfillment of nurses. Beth is a registered nurse and completed her doctorate in educational administration at the University of Alberta in Edmonton, Alberta, Canada. Dr. Perry may be reached at bethp@athabascau.ca</p> <p>Margaret Edwards, PhD is the coordinator of graduate programs in the Centre for Nursing and Health Studies at Athabasca University. The Centre offers interdisciplinary Masters of health studies, Masters of nursing, and advanced nursing practice degrees all online. Margaret's areas of research interest include innovative online teaching strategies and exemplary online teaching practices. She is also interested in exploring elderly care givers and their care recipients. Margaret is a registered nurse and holds a PhD in educational policy and administrative studies from the University of Calgary in Calgary, Alberta, Canada.</p> <ref id="AN0059131156-25"> <title> References </title> <blist> <bibl id="bib1" idref="ref6" type="bt">1</bibl> <bibtext> Bruning, S.2002. Relationship building as a retention strategy: Linking relationship attitudes and satisfaction evaluations to behavioural outcomes. Public Relations Review, 28: 39–48.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref8" type="bt">2</bibl> <bibtext> Glogowska, M., Young, P. and Lockyer, L.2007. Should I go or should I stay? A study of factors influencing students' decisions on early leaving. Learning in Higher Education, 8(1): 63–77.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref4" type="bt">3</bibl> <bibtext> Harter, J. and Szurminski, M.2001. "P.A.S.S Program (Project assuring student success)". Retrieved June 26, 2006, from <ulink href="http://www.eric.ed.gov/ERICDocs/data/er4icdocs2sql/content%5fstorage%5f01/0000019b/80/17/1a/19.pdf">http://www.eric.ed.gov/ERICDocs/data/er4icdocs2sql/content%5fstorage%5f01/0000019b/80/17/1a/19.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib4" idref="ref44" type="bt">4</bibl> <bibtext> Johnson, A. and Kreuzer, P.2001. "Improving retention through a comprehensive student development model". Retrieved March 3, 2008, from <ulink href="http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content%5fstorage%5f01/0000019b/80/17/04/ce.pdf">http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content%5fstorage%5f01/0000019b/80/17/04/ce.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib5" type="bt">5</bibl> <bibtext> Kolb, D.A.1984. The experiential learning: Experience as the source of learning and development, NJ: Prentice‐Hall.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref11" type="bt">6</bibl> <bibtext> Metzner, B.S. and Bean, J.P.1987. The estimation of a conceptual model of non‐traditional undergraduate education.. Research in Higher Education, 27(1): 15–38.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref29" type="bt">7</bibl> <bibtext> Papp, I., Markkanen, M. and von Bonsdorff, M.2003. Clinical environment as a learning environment: Student nurses' perceptions concerning clinical learning experiences.. Nurse Education Today, 23(4): 262–268.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref2" type="bt">8</bibl> <bibtext> Park, C., Boman, J., Care, D., Edwards, M. and Perry, B.In Press. Persistence or attrition: What is being measured?. Journal of College Student Retention: Research, Theory and Practice,</bibtext> </blist> <blist> <bibl id="bib9" idref="ref1" type="bt">9</bibl> <bibtext> Perry, B., Boman, J., Care, W.D., Edwards, M. and Park, C.2008. Why do students withdraw from online graduate nursing and health studies education: A descriptive study. Journal of Educators Online, 5(1): 1–17. Available online at http://www.thejeo.com./Volume5 Number1/PerryetalPaper.pdf</bibtext> </blist> <blist> <bibtext> Reneland, L. and Ahlbäck, T.Quality interaction, collaboration and web‐based learning: A study of a teacher training. Proceedings of the annual HERDSA conference, July 3–6, 2003. Christchurch, New Zealand. <ulink href="http://citeseerex.ist.psu.edu/viewdoc/summary?doi=10.1.1.102.9371">http://citeseerex.ist.psu.edu/viewdoc/summary?doi=10.1.1.102.9371</ulink></bibtext> </blist> <blist> <bibtext> Rovai, A.P.2003. In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6: 1–16.</bibtext> </blist> <blist> <bibtext> Simpson, O.2004. The impact on retention of interventions to support distance learning students. Open Learning: The Journal of Open and Distance Learning, 19(1): 79–95.</bibtext> </blist> <blist> <bibtext> Tinto, V.1975. Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45: 89–125.</bibtext> </blist> <blist> <bibtext> Tinto, V.1982. Limits of theory and practice in student attrition. The Journal of Higher Education, 53(6): 687–700.</bibtext> </blist> <blist> <bibtext> Visser, L.1998. The development of motivational communication in distance education support, Enschede, , the Netherlands: University of Twente..</bibtext> </blist> <blist> <bibtext> Wilkes, Z.2006. The student‐mentor relationship: A review of the literature. Nursing Standard, 20(37): 42–7.</bibtext> </blist> <blist> <bibtext> Yorke, M.2004. Retention, persistence and success in on‐campus higher education, and their enhancement in open and distance learning.. Open Learning: The Journal of Open and Distance Learning, 19(1): 19–32.</bibtext> </blist> <blist> <bibtext> Yorke, M. and Longden, B.2008. The first year experience in higher education in the UK, York, , UK: The Higher Education Academy.</bibtext> </blist> </ref> <aug> <p>By CarolineL. Park; Beth Perry and Margaret Edwards</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib11" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib12" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref10"></nolink> <nolink nlid="nl4" bibid="bib18" firstref="ref19"></nolink> <nolink nlid="nl5" bibid="bib10" firstref="ref24"></nolink> <nolink nlid="nl6" bibid="bib16" firstref="ref28"></nolink> <nolink nlid="nl7" bibid="bib15" firstref="ref35"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref49"></nolink>
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  Data: Minimising Attrition: Strategies for Assisting Students Who Are at Risk of Withdrawal
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Withdrawal+%28Education%29%22">Withdrawal (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink>
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  Data: 10.1080/14703297.2010.543769
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  Data: This paper explores strategies aimed at minimising attrition by encouraging persistence among online graduate students who are considering withdrawal. It builds upon earlier studies conducted by a team of researchers who teach online graduate students in health care at Athabasca University. First, in 2008-2009, Park, Boman, Care, Edwards, and Perry reviewed assumptions held related to attrition of online learners and defined key terms such as persistence and attrition. Next, Perry, Boman, Care, Edwards, and Park explored factors that influenced online students' decisions to withdraw. Reported in this paper are strategies related to course design, course delivery, and programme organisation that could reduce attrition rates. An additional section of the paper focuses on strategies to ease the re-integration of students who have withdrawn and subsequently want to return to their studies. Rovai's Composite Persistence Model and Harter and Szurminski's Project Assuring Student Success (PASS) programme are used as a framework for analysis and for generation of recommended strategies. (Contains 1 figure.)
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