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    Academic Persistence APA

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    Adeel Ahmed
    The document summarizes literature on academic persistence in higher education. It provides recommendations for both institutions and students to increase persistence rates and decrease attrition. For institutions, the literature recommends program structures that integrate students, orientation programs, and ensuring coursework is practical and relevant. For students, the key factors are motivation, both intrinsic and extrinsic, as well as the ability to set priorities and manage time effectively. Academic persistence is a shared responsibility between students and the institutions they attend.

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    Academic Persistence APA

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    Adeel Ahmed
    51 views6 pages
    The document summarizes literature on academic persistence in higher education. It provides recommendations for both institutions and students to increase persistence rates and decrease attrition. For institutions, the literature recommends program structures that integrate students, orientation programs, and ensuring coursework is practical and relevant. For students, the key factors are motivation, both intrinsic and extrinsic, as well as the ability to set priorities and manage time effectively. Academic persistence is a shared responsibility between students and the institutions they attend.

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    The document summarizes literature on academic persistence in higher education. It provides recommendations for both institutions and students to increase persistence rates and decrease attrition. For institutions, the literature recommends program structures that integrate students, orientation programs, and ensuring coursework is practical and relevant. For students, the key factors are motivation, both intrinsic and extrinsic, as well as the ability to set priorities and manage time effectively. Academic persistence is a shared responsibility between students and the institutions they attend.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    51 views6 pages

    Academic Persistence APA

    Uploaded by

    Adeel Ahmed
    The document summarizes literature on academic persistence in higher education. It provides recommendations for both institutions and students to increase persistence rates and decrease attrition. For institutions, the literature recommends program structures that integrate students, orientation programs, and ensuring coursework is practical and relevant. For students, the key factors are motivation, both intrinsic and extrinsic, as well as the ability to set priorities and manage time effectively. Academic persistence is a shared responsibility between students and the institutions they attend.

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    © All Rights Reserved
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    of 6

    Academic Persistence

    Abstract

    Academic attrition is a costly problem for both students and higher education institutions. The

    opposite of attrition, academic persistence, has been researched for students at all degree levels.

    A brief review of the available literature provides several recommendations for higher education

    institutions to follow to assist students with academic persistence. These recommendations

    include suggestions for program structure, curriculum development, and student orientation

    programs. The literature also provides recommendations for college students, stressing

    motivation, organization, and time management.

    Keywords: academic persistence, academic attrition


    Academic Persistence

    High levels of attrition in higher education programs are a costly burden for both students

    and universities. Rockinson-Szapkiw, Spaulding, and Bade (citation needed, source #1) estimate

    attrition rates to be as high as 50%. This attrition, or failure to complete an academic program,

    can result in accumulation of debt through student loans which the students often struggle to

    repay without access to the higher-paying jobs afforded by completion of the attempted degree.

    Even in the absence of financial aid, failure to complete an academic program represents huge

    opportunity costs in time, labor, and money. Attrition also takes a significant toll on the

    universities involved, both in capital and prestige.

    Institutional Recommendations

    The most detailed recommendations for institutions dealing with high academic attrition

    rates come from Tinto (citation needed, source #3). He suggested that students needed to be

    integrated into their programs through various forms of interaction with faculty and staff, both in

    and out of the classroom. A variety of orientation programs and seminars were suggested to help

    students with the transition into college life (citation needed, source #3). Course structure and

    content also contribute to student persistence. According to Rockinson-Szapkiw, Spaulding, and

    Bade, “Individuals were motivated to persist in courses when their learning was experiential,

    practical, and relevant to their current work” (citation needed, source #1, page 301).

    While institutional support services such as student financial services, research and

    writing assistance, and campus orientation services are important, more important is social

    support. Rockinson-Szapkiw, Spaulding, and Bade (citation needed, source #1) found various

    sources of social support that contribute to academic persistence. They suggested that the
    implementation of a cohort model would increase peer interaction, social connection, and

    accountability among students, all of which would assist with program retention (citation needed,

    source #1).

    Student Recommendations

    The literature also provided a variety of recommendations for students to follow to

    increase their chances of academic success. The most frequently mentioned recommendations

    dealt with motivation and the proper establishment of priorities. A student’s motivation is critical

    to academic persistence. This motivation may come from intrinsic or extrinsic sources. Intrinsic

    motivations include the need for intellectual stimulation, the desire to develop knowledge and

    skills, and the enjoiment of learning [ CITATION Tem16 \l 1033 ]. Extrinsic motivations involve an

    expectation of beneficial outcomes (e.g. opportunities for promotion, career advancement, or

    socio-economic status changes). Whittington (citation needed, source #2) found a strong

    relationship between a student’s perception of future employability and motivation in academic

    studies. Templeton [CITATION Tem16 \n \t \l 1033 ] suggested that while extrinsic motivation may

    push students to begin academic studies, intrinsic motivation is required for them to persist to

    completion. Thus, a student’s internal drive is of primary importance when beginning a degree

    program. The ability to set priorities and the discipline to maintain them are also important

    attributes of persistent students. Rockinson-Szapkiw, Spaulding, and Bade indicated that students

    must make their academic program “the top priority” in their lives to ensure success (citation

    needed, source #1, p. 296).

    Conclusion
    Academic attrition is a problem for both students and higher education institutions.

    Reversing the trend of attrition, or establishing academic persistence, is therefore the

    responsibility of both students and institutions. Research on this subject matter has resulted in a

    plethora of publications suggesting strategies and methods for both students and institutions to

    employ. Institutions are encouraged to develop academic programs that are relevant, practical,

    and related to students’ fields of study.

    The literature suggests several strategies for students to follow to help ensure persistence.

    These strategies commonly addressed motivation, organization, and time management. A

    student’s individual motivation seems to be the central defining factor in determining academic

    persistence. A student’s motivation may come from several different internal and external

    sources simultaneously, but without that personal drive, a student is not likely to succeed

    academically.
    References

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    Cenamor, J. (2021). Complementor competitive advantage: A framework for strategic


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    Garton, E. (2017, April 6). Employee Burnout Is a Problem with the Company, Not the Person.
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    company-not-the-person

    Kücher, A., Mayr, S., Mitter, C., Duller, C., & Feldbauer-Durstmüller, B. (2018). Firm age
    dynamics and causes of corporate bankruptcy: age dependent explanations for business
    failure. Review of Managerial Science, 14(3), 633–661. https://doi.org/10.1007/s11846-
    018-0303-2

    Rockinson-Szapkiw, A. J., Spaulding, L. S., & Bade, B. (2014). Completion of educational


    doctorates: How universities can foster persistence. International Journal of Doctoral
    Studies, 9, 293–308.

    Tinto, V. (2007). Research and practice of student retention: What next? Journal of College
    Student Retention: Research, Theory, & Practice, 8(1), 1–19.

    Whittington, K. D. (2015). Does motivation predict persistence and academic success? Open
    Journal of Nursing, (5), 10–16. https://doi.org/10.4236/ojn.2015.51002

    Yu, X., & Khazanchi, D. (2017). Using Embedded Mixed Methods in Studying IS
    Phenomenon:Risks and Practical Remedies with an Illustration. Communications of the
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