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Two surveys of urban public universities, conducted in 1978 and 1987, provide a rich database for analyzing and explaining change in these institutions over a ten-year period. This report continues an analysis of trends and conditions begun in 1987. Data from a sample of urban institutions are compared to those for higher education in general; similarities and differences are noted. Particular attention is given to two dimensions of institutional development: access and graduate education. Local demographic data and economic conditions are examined as possible contributors to change or stability over the ten-year period. Findings have implications for institutional planning, particularly as it occurs in urban environments.Revised version of a paper presented at the Twenty-ninth Annual Forum of the Association for Institutional Research, Baltimore, April 30–May 3, 1989. 相似文献
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Among students with similar characteristics who entered either a two- or four-year institution after high school graduation, factors that appear related to achieving the B.A. among those who begin at a two-year college are (1) clear goals and direction, (2) high motivation to achieve the B.A., (3) early contact with the four-year transfer institution, and (4) rigorous high school course preparation. Quantitative data were used to identify the empirical reality of attaining the bachelor's degree while qualitative data were employed to understand the meaning behind the outcomes. While most research on B.A. attainment measures quantitative outcomes in a causal manner, this study focuses on understanding the human meaning behind the numbers. The authors call for more qualitative research focused on the nature of the community college experience for particular student subgroups and for a multifaceted, all-out effort to change the potency of the community college experience for those planning to transfer. 相似文献
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Bach Susan K. Banks Melissa T. Kinnick Mary K. Ricks Mary F. Stoering Juliette M. Walleri R. Dan 《Research in higher education》2000,41(3):315-330
Interest in student transfer/attendance patterns remains high. There is considerable evidence that the traditional perception of transfer from a single community college directly to university is becoming less the norm than in the past. In a continuation of a research consortium project begun in 1992, an urban university and three community colleges investigated the complex nature of student attendance/transfer patterns and their effects on student achievement in terms of credits transferred, GPA performance after transfer, degree completion, and time to degree. While previous research has documented the varied patterns of student attendance/transfer, the goal of this phase of the study was to identify what effects, if any, these varied patterns have on student performance. 相似文献
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We describe a multifaceted approach to providing information to improve student retention at an urban public university. Many students at this institution are older, working people; few live on campus and participate in traditional student experiences. A Retention Task Force, using qualitative as well as quantitative methods, identified problems that were barriers to student success or that contributed to student departure. We outline our results to date, address strategies for involving administrators, faculty, staff, and students, and discuss future research plans. We describe elements of a model for transferring information from the research realm into the policy arena.Presented at the Thirty-Second Annual Forum of the Association for Institutional Research, Atlanta, Georgia, May 11, 1992. 相似文献
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