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Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at a Historically Black College or University (HBCU). The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88 per cent compared to 39 per cent among non-participant STEM peers. The BBSP graduation rate averaged 93 per cent compared to 20 per cent for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions.

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This project was developed with a view to addressing the current low retention rates among Indigenous Australian students from regional and isolated areas undertaking degree courses offered through block-release study mode by the Centre for Aboriginal Studies at Curtin University, Western Australia, relative to those of students undertaking other degree courses offered by the University. The current drop-out rate for these students is up to 60 per cent, compared with 20 per cent for the overall student population of Curtin University.

The project endeavoured to establish the feasibility of developing a 'bridging course'-style program for these students, in the form of a block-release study mode pre-tertiary academic pathway program. This pathway program would be designed to attract and retain regional and isolated Indigenous Australians wishing to undertake degree courses offered through block-release study mode by the Centre for Aboriginal Studies at Curtin University, by ensuring that these students are equipped with the skills required for the successful completion of their degree course. The pathway program would also be intended to prepare students to undertake degree courses offered by other Australian universities.

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During the past three decades, the student populations of Australian universities have become more heterogeneous as the higher education sector expanded and new alternative entry pathways were established. Broadening access to university study and, therefore, to professional and semi-professional occupations, provides avenues for social mobility. In this paper, we examine whether students entering university via alternative entry pathways, and in particular, on-campus tertiary preparation programs, have similar levels of achievement and attainment as students who entered via the more traditional pathway after completing Year 12. Our analysis is conducted on data from one regional university and our results show that students who were not eligible to enrol on the basis of their secondary school results were no more likely than traditional students to discontinue their studies.

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This article describes a doctoral program partnership between a university and a community college district that addresses the need of employment-planning strategies for building leadership capacity in the community college system. Succession planning information is provided as a foundational framework to plan for the next generation of community college leaders. University faculty members and administrators worked with community college leaders in a large community college district to reimagine the doctorate in educational leadership. The doctoral degree partnership program represents a joint effort to ‘grow-your-own’ higher education leaders - leadership development within and internal to the community college arena - while providing a doctoral program of study, internship, and residency customized to a cohort of students. The attrition and retention of doctoral students in American graduate programs are noted, with completion indicators identified from the literature. The voices of doctoral students in the partnership program are shared, and recommendations regarding the model program and partnership are provided to inform future decisions. Implications for practice and the future conclude the article.

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The Warwick Institute for Employment Research (IER) was commissioned by the All Party Parliamentary Group (APPG) for Adult Education to undertake a study to scope the need, reach and areas for policy and practice development for adult education concerning disadvantaged adults. This evidence-based inquiry gathered the views of key stakeholders, partners and providers on their top priorities for adult learning in 2016 and over the next five to 10 years. Methodologically the research consisted of: a literature review; an online survey for adults; telephone interviews with leading senior policy makers; Town Hall meetings; and fieldwork visits in differing regions in England.

The focus of the research was on a wide range of adult learners who may be out of work, in work, transitioning between roles and those who are older learners. This involved analysing both quantitative and qualitative findings that fed into the APPG answering the following research questions: How can a greater priority be given to adults' views to support demand-led provision? What practices and models of learning best motivate non-traditional students to keep on going with their studies while other from a similar background drop out? What is already known about the added value, cost-effectiveness and impact of adult education? What policy development is needed to secure the future of adult learning? Overall, the research aims to contribute to an understanding of what motivates (and demotivates) adult learners and what can be done to increase participation and attainment levels.

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This study used Control-Value Theory to examine the extent to which appraisals of control and value predicted students' intentions to complete their studies and whether the effects of these appraisals on completion intentions are mediated by the achievement emotions of enjoyment, frustration, anger and boredom. A sample of 158 Australian vocational education students completed a survey measuring control, value, achievement emotions and intentions to complete. Structural Equation Modelling revealed that both higher levels of control and higher levels of value predicted intentions to complete, though no support was found for an interaction between control and value in predicting completion intentions. Contrary to expectations, no support was found for achievement emotions mediating the relationships between both control and value and intentions to complete. It was concluded that subjective control and value may act as protective resources for students in maintaining their intentions to complete their studies.

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This strategy aims to increase the retention rates and engagement of 15 to 19 year olds in education and training. It outlines current investment in programs which are aimed at giving more opportunities to 15 to 19 year olds. Building on from these improvements, the next phase of the strategy involves three goals. The first goal, 'Aiming higher', encourages students to remain in education and training, raise their expectation and understand their abilities. Goal two, 'Supporting strongly', aims to give young adults the information they need to make informed choices about study and career paths and to provide support so that they become responsible, open-minded and well-rounded citizens. Goal three, 'Strengthening connections', will make use of partnerships and technology to create a more highly connected education and training system that will enable students to have greater choice and more opportunities to undertake learning that is suited to their needs. Show less

Purpose – This chapter identifies the reasons why institutions need to undertake transformation to engage a diverse student population: it presents a model of student retention and success, which centres on student engagement pre- and post-entry. Methodology/approach – The chapter overviews the literature on student retention and success and utilises emerging findings from the meta-analysis of the 'What works?' student retention and success programme. Findings – The emerging model puts student engagement at the heart of student retention and success. Institutions should promote engagement by: provision of a range of opportunities for student engagement of different types, at different levels, across the institution in different sites (academic sphere, social sphere and professional services sphere), throughout the student lifecycle; developing students to recognise the importance of engagement and to have the capacity to engage in a range of opportunities; developing staff responsibility for and capacity to provide effective engagement opportunities; taking responsibility for engagement, including monitoring engagement and acting when there are indicators of lower levels of engagement; [and] creating a partnership between students and institutions towards a shared outcome of successful learners and graduates. Research limitations – This chapter draws on emergent findings from the 'What works?' programme. Practical implications – This chapter assists institutions to improve student retention and success by focusing on engagement and institutional culture. Social implications – The model assists institutions to critically consider transformation to engage a diverse student population and improve retention and success. Originality/value – The chapter previews original research about engagement, retention and success, which are international concerns.

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Alternative education programs are one way of responding to the disengagement of young people from mainstream schools. While there are a great variety of programs, those where young people experience success have incorporated a number of elements of best practice (Mills and McGregor 2010). This article reviews the attributes of effective alternative programs, with a particular focus on programs situated in Queensland, Australia. Establishing what constitutes a successful alternative program becomes increasingly important in an education climate that includes rapid movement toward a standardised educational experience with the attendant potential to further alienate those young people already existing on the margins of mainstream schooling.

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Vocational education and training (VET) is very important for young people in South Australia. This paper seeks to establish how important. The paper focuses on two broad groups: (1) those who complete 12 years of schooling and then continue their education in VET; and (2) those who choose an alternative pathway and leave school before year 12 but continue their education in VET. As well as describing the VET activities of these students, the year 12 retention rate education indicator is scrutinised. This indicator has been commonly used to measure the success of a school system in providing young people with a sound educational foundation. Apart from the statistical issues surrounding this measure, it fails to recognise that VET provides an alternative pathway. It is not argued that mere attendance at VET provides an equivalent education to the completion of year 12, however it is argued that completion of a certificate III or better is certainly equivalent to completing year 12. If the number of a cohort that leaves school and subsequently studies for such a qualification could be added to the year 12 retention it would provide an arguably better based indicator of educational achievement. The proportion completing a certificate III or higher qualification, having not completed year 12 is estimated. A further dimension explored is the importance of VET for young people across regions. Considerable comment has been made about poor educational outcomes in some regions of South Australia and it is hoped that the data presented here will assist in an understanding of the issue. The paper is presented in three sections. First, young people in VET are described: what they are doing, what their educational backgrounds are and what they achieve after leaving VET. The second section focuses on indicators, particularly a proposed 'equivalent' year 12 retention rate. Finally, the regional dimension is considered. It should be noted that the analysis only takes account of those students enrolled in the publicly funded sector. Students who pay fees at private providers are not included in the data. Show less