The Impact of Low-Grant, High-Paying Status on Freshmen Retention
The Impact of Low-Grant, High-Paying Status on Freshmen Retention
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152732
- ISBN
- 9798384025122
- DDC
- 378
- 서명/저자
- The Impact of Low-Grant, High-Paying Status on Freshmen Retention
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 184 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- 주기사항
- Advisor: Nelson Laird, Thomas.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약Across the United States, colleges and universities must dynamically respond to changes in population demographics and demand in order to meet enrollment goals. As institutions have adapted to a shifting educational landscape, tuition discounting has become a prevalent mechanism utilized within strategic enrollment management. While many students receive high tuition discounts to attend four-year institutions, other low-grant students pay much larger portions of a steadily rising sticker price. While these discounting strategies are an established component of the enrollment process, further research is needed to examine how these strategies impact retention among low-grant students. This study utilized a descriptive approach to specifically explore how low tuition discounting impacted low-grant, high-paying student retention at a small, private, faith-based liberal arts university in the Midwest. More specifically, freshmen retention was explored by focusing on withdrawal among students enrolled at various grant levels during their first year. Institutional grant data was paired with student withdrawal rates to statistically describe retention in relation to overall grant levels. Additionally, university exit interview documents were categorically summarized and paired with grant data to provide a more robust picture of how low-grant, high-paying status impacted withdrawal decisions. Findings demonstrated that grant levels are a statistically significant consideration for freshmen retention, with low-grant, high-paying students withdrawing at a higher rate than their higher grant, lower-paying peers. Top categorical withdrawal reasons among low-grant, high-paying students included finances, major program, dismissal (academic), and distance from home (far). This study conceptually contributes to retention literature by situating student withdrawal within the general business model of higher education described by Brown and Gross (2015), as well as the Proposed Conceptual Model of Student Success (Perna & Thomas, 2008). This study also benefits the broader field of higher education by highlighting the intersection of enrollment, retention, and pricing. Through robust descriptive analysis, this research can assist strategic enrollment management professionals and other higher education leaders as they weigh new considerations for responding to the changes and challenges ahead.
- 일반주제명
- Higher education
- 일반주제명
- Education finance
- 키워드
- Attrition
- 키워드
- Financial aid
- 키워드
- Merit aid
- 키워드
- Retention
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 86-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aVanderberg, Lance.▼0(orcid)0009-0008-1666-2240
■24510▼aThe Impact of Low-Grant, High-Paying Status on Freshmen Retention
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a184 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Nelson Laird, Thomas.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aAcross the United States, colleges and universities must dynamically respond to changes in population demographics and demand in order to meet enrollment goals. As institutions have adapted to a shifting educational landscape, tuition discounting has become a prevalent mechanism utilized within strategic enrollment management. While many students receive high tuition discounts to attend four-year institutions, other low-grant students pay much larger portions of a steadily rising sticker price. While these discounting strategies are an established component of the enrollment process, further research is needed to examine how these strategies impact retention among low-grant students. This study utilized a descriptive approach to specifically explore how low tuition discounting impacted low-grant, high-paying student retention at a small, private, faith-based liberal arts university in the Midwest. More specifically, freshmen retention was explored by focusing on withdrawal among students enrolled at various grant levels during their first year. Institutional grant data was paired with student withdrawal rates to statistically describe retention in relation to overall grant levels. Additionally, university exit interview documents were categorically summarized and paired with grant data to provide a more robust picture of how low-grant, high-paying status impacted withdrawal decisions. Findings demonstrated that grant levels are a statistically significant consideration for freshmen retention, with low-grant, high-paying students withdrawing at a higher rate than their higher grant, lower-paying peers. Top categorical withdrawal reasons among low-grant, high-paying students included finances, major program, dismissal (academic), and distance from home (far). This study conceptually contributes to retention literature by situating student withdrawal within the general business model of higher education described by Brown and Gross (2015), as well as the Proposed Conceptual Model of Student Success (Perna & Thomas, 2008). This study also benefits the broader field of higher education by highlighting the intersection of enrollment, retention, and pricing. Through robust descriptive analysis, this research can assist strategic enrollment management professionals and other higher education leaders as they weigh new considerations for responding to the changes and challenges ahead.
■590 ▼aSchool code: 0093.
■650 4▼aHigher education
■650 4▼aHigher education administration
■650 4▼aEducation finance
■653 ▼aAttrition
■653 ▼aFinancial aid
■653 ▼aMerit aid
■653 ▼aRetention
■653 ▼aStudent withdrawal
■653 ▼aTuition discounting
■690 ▼a0745
■690 ▼a0277
■690 ▼a0446
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163618▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
