Keywords
student success
higher educational institution
institutional commitment
student commitment
How to Cite
Abstract
The paper analyzes the experiences of Western scholars on student success in higher education. The analysis of various perspectives on the student experience in post-secondary institutions allows the author to recognize student success as a dual responsibility of an individual and an institution. In this sense, institutional commitment to student success acts as a prerequisite for student success. The analysis of the relevant literature on student success-oriented initiatives of post-secondary institutions provides sufficient grounds to suggest grouping these services, programs, and strategies into three large categories according to their primary goals. Thus, institutional initiatives may be viewed as exploratory, supporting, and quality-enhancing. Exploratory initiatives aim to explore the range of issues connected to different aspects of students’ academic and social life at university, identifying and prioritizing key needs through quantitative findings and case studies. The main goal of this type of institutional initiatives is to determine students’ needs and priorities for a subsequent decision on an appropriate institutional trajectory. Supporting initiatives serve as the next logical step to act upon the reported results of exploratory actions. The main goal of supporting initiatives is to provide just-in-time student support of various forms facilitating student engagement and orientation. The goal of quality-enhancing initiatives is to provide opportunities for administrators, teachers, instructors, and advisors to develop further professionally, enhance the quality of their work, and maintain the quality of programs, curricula, and course designs. The results of these institutional practices worldwide lead to the conclusion that students are more likely to achieve success in their academic and social life at post-secondary institutions if the latter are committed to student success.
References
Light, R. J. (2001). Making the Most of College: Students Speak Their Minds. Cambridge, MA, USA.
Wilson, K. (2009, Jun.29–Jul.1). Success in first year: The impact of institutional, programmatic and personal interventions on an effective and sustainable first-year student experience, presented at the 12th Pacific Rim First Year in Higher Educ. Conf., Brisbane. www.fyhe.com.au/past_papers/papers09/ppts/Keithia_Wilson_paper.pdf
Einfalt, J. and Turley, J. (2013). Partnerships for success: A collaborative support model to enhance the first-year student experience. The Int. J. of the First Year in Higher Educ., vol. 4, no. 1, pp. 73–84, 2013. DOI: https://doi.org/10.5204/intjfyhe.v4i1.153.
King, C. (2021, June 7). Factors related to the persistence of first year college students at four-year colleges and universities: A paradigm shift. https://docplayer.net/21222033-Factors-related-to-the-persistence-of-first-year-college-students-at-four-year-colleges-and-universities-a-paradigm-shift.html.
Cuseo, J. (2020). What all first-year students should know: The most potent, research-based principles of college success. https://www.researchgate.net/profile/Joe-Cuseo/publication/265011122_What_All_First-Year_Students_Should_Know_The_Most_Potent_Research-Based_Principles_of_College_Success/links/547ca2fc0cf27ed978622ab9/What-All-First-Year-Students-Should-Know-The-Most-Potent-Research-Based-Principles-of-College-Success.pdf.
Purnell, K., McCarthy, R., M. McLeod. (2010). Student success at university: Using early profiling and interventions to support learning. Studies in Learn., Evaluation Innov. & Develop., vol. 7, no. 3, pp. 77–86. http://sleid.cqu.edu.au
Tinto, V. (2005, Jan. 15). Taking student success seriously: Rethinking the first year of college, Тhe 9th Annual Intersession Academic Affairs Forum, Fullerton, CA, USA. http://www.uky.edu/ie/sites/www.uky.edu.ie/files/uploads/CF
Tukibayeva, M., Gonyea, R. (2014). High-impact practices and the first-year student. New Directions for Institutional Res., vol. 160, pp. 19–35, 2014. DOI: https://doi.org/10.1002/ir.20059.
Gahagan, J. and Hunter, M. (2006). The second-year experience: Turning attention to the academy’s middle children. About Campus: Enriching the Student Learn. Experience, vol. 11, no. 3, pp. 17–22. Available: 10.1002/abc.168.
Graunke, S. S. and Woosley, S. A. (2005) An exploration of the factors that affect the academic success of college sophomores. The College Student J., vol. 39, no. 2, pp. 367–377. Available: http://www.freepatentsonline.com/article/College-Student-Journal/133606107.html
Tobolowsky, B. (2008). Sophomores in transition: The forgotten year. New Directions for Higher Educ., vol. 2008, no. 144, pp. 59–67. Available: 10.1002/he.326.
Kuh, G. D. (2005). Promoting Student Success: What Campus Leaders Can Do (Occasional Paper no. 1. Bloomington, IN, USA: Indiana Univ. Center for Postsecondary Res. Available: http://nsse.indiana.edu/Institutional_Report/DEEP_brief_1.pdf
Nonis, S. and Hudson, G. (2006). Academic performance of college students: Influence of time spent studying and working. J. of Educ. for Bus., vol. 81, no. 3, pp. 151–159. Available: 10.3200/joeb.81.3.151–159.
Kennett, D. J. and Keefer, K. (2006). Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: An integrated approach. Educational Psychol., vol. 26, no. 3, pp. 441–457. Available: 10.1080/01443410500342062
Rosenbaum, M. and Ben-Ari, K. (1985). Learned helplessness and learned resourcefulness: Effects of noncontingent success and failure on individuals differing in self-control skills. J. of Personality & Social Psychol., vol. 48, no. 1, pp. 198–215.
Cuseo, J. (2012). Student success: Definition, outcomes, principles and practices. Esource for College Transitions (Electron. Newslett.), Available: http://www.fye.uconn.edu/12F_Wk_Digest/September/Weekly_2012_09_24/PDF’s/Cuseo_Student_Success.pdf
Shaffer, S. C., Eshbach, B. E., and Santiago-Blay, J. A. (2015). A dual approach to fostering under-prepared student success: Focusing on doing and becoming. InSight: A J. of Scholarly Teaching, vol. 10, pp. 79–91. Available: https://files.eric.ed.gov/fulltext/EJ1074057.pdf
Kennett, D. J. and Reed, M. J. (2009). Factors influencing academic success and retention following a 1st-year post-secondary success course. Educational Res. and Eval., vol. 15, no. 2, pp. 153–166. Available: 10.1080/13803610902804382
Tinto, V. (2012). Enhancing student success: Taking the classroom success seriously. The Int. J. of the First Year in Higher Educ., vol. 3, no. 1, pp. 1–8. Available: 10.5204/intjfyhe.v2i1.119
Tinto, V. (1987). Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago, IL, USA: Univ. of Chicago Press.
Astin, A.W. (1999). Student involvement: A developmental theory for higher education. J. of College Student Develop., vol. 40, no. 5, pp. 518–529. Available: https://www.middlesex.mass.edu/ace/downloads/
astininv.pdf
Coker, J. S. and Porter, D. J. (2015). Maximizing experiential learning for student success. Change: The Mag. of Higher Learn., vol. 47, no. 1, pp. 66–72. Available: 10.1080/00091383.2015.996101
Kuh, G. D., Kinzie, J., Schuh, J. H, and Whitt, E. J. (2011). Fostering student success in hard times,” Change: The Mag. of Higher Learn., vol. 43, no. 4, pp. 13–19. Available: 10.1080/00091383.2011.585311
Strom, P. S. and Strom, R. D. (2013). Collaboration and support for student success. Community College J. of Res. and Pract., vol. 37, no. 8, pp. 585–595. Available: 10.1080/10668926.2012.753851
Seifert, T.A., Arnold, C., Burrow, J., and Brown, A. (2011). Supporting Student Success: The Role of Student Services within Ontario’s Postsecondary Institutions. Toronto, ON, Canada: Higher Educ. Qual. Council of Ontario.
Hardy Cox, D. and Strange, C. C. (2010). Achieving Student Success: Effective Student Services in Canadian Higher Education. Montreal & Kingston, QB, Canada: McGill-Queens Univ. Press.
Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA, USA: Harvard Univ. Press.
Kuh, G. D. (2013). Promise in action: Examples of institutional success. New Directions for Higher Educ., vol. 161, pp. 81–89. Available: 10.1002/he.20048
Light, R. J. (2001). Making the Most of College: Students Speak Their Minds. Cambridge, MA, USA. (in English).
Wilson, K. (2009, Jun.29–Jul.1). Success in first year: The impact of institutional, programmatic and personal interventions on an effective and sustainable first-year student experience, presented at the 12th Pacific Rim First Year in Higher Educ. Conf., Brisbane. www.fyhe.com.au/past_papers/papers09/ppts/Keithia_Wilson_paper.pdf (in English).
Einfalt, J. and Turley, J. (2013). Partnerships for success: A collaborative support model to enhance the first-year student experience. The Int. J. of the First Year in Higher Educ., vol. 4, no. 1, pp. 73–84, 2013. DOI: https://doi.org/10.5204/intjfyhe.v4i1.153. (in English).
King, C. (2021, June 7). Factors related to the persistence of first year college students at four-year colleges and universities: A paradigm shift. https://docplayer.net/21222033-Factors-related-to-the-persistence-of-first-year-college-students-at-four-year-colleges-and-universities-a-paradigm-shift.html. (in English).
Cuseo, J. (2020). What all first-year students should know: The most potent, research-based principles of college success. https://www.researchgate.net/profile/Joe-Cuseo/publication/265011122_What_All_First-Year_Students_Should_Know_The_Most_Potent_Research-Based_Principles_of_College_Success/links/547ca2fc0cf27ed978622ab9/What-All-First-Year-Students-Should-Know-The-Most-Potent-Research-Based-Principles-of-College-Success.pdf. (in English).
Purnell, K., McCarthy, R., M. McLeod. (2010). Student success at university: Using early profiling and interventions to support learning. Studies in Learn., Evaluation Innov. & Develop., vol. 7, no. 3, pp. 77–86. http://sleid.cqu.edu.au (in English).
Tinto, V. (2005, Jan. 15). Taking student success seriously: Rethinking the first year of college, Тhe 9th Annual Intersession Academic Affairs Forum, Fullerton, CA, USA. http://www.uky.edu/ie/sites/www.uky.edu.ie/files/uploads/CF (in English).
Tukibayeva, M., Gonyea, R. (2014). High-impact practices and the first-year student. New Directions for Institutional Res., vol. 160, pp. 19–35, 2014. DOI: https://doi.org/10.1002/ir.20059. (in English).
Gahagan, J. and Hunter, M. (2006). The second-year experience: Turning attention to the academy’s middle children. About Campus: Enriching the Student Learn. Experience, vol. 11, no. 3, pp. 17–22. Available: 10.1002/abc.168. (in English).
Graunke, S. S. and Woosley, S. A. (2005) An exploration of the factors that affect the academic success of college sophomores. The College Student J., vol. 39, no. 2, pp. 367–377. Available: http://www.freepatentsonline.com/article/College-Student-Journal/133606107.html (in English).
Tobolowsky, B. (2008). Sophomores in transition: The forgotten year. New Directions for Higher Educ., vol. 2008, no. 144, pp. 59–67. Available: 10.1002/he.326. (in English).
Kuh, G. D. (2005). Promoting Student Success: What Campus Leaders Can Do (Occasional Paper no. 1. Bloomington, IN, USA: Indiana Univ. Center for Postsecondary Res. Available: http://nsse.indiana.edu/Institutional_Report/DEEP_brief_1.pdf (in English).
Nonis, S. and Hudson, G. (2006). Academic performance of college students: Influence of time spent studying and working. J. of Educ. for Bus., vol. 81, no. 3, pp. 151–159. Available: 10.3200/joeb.81.3.151–159. (in English).
Kennett, D. J. and Keefer, K. (2006). Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: An integrated approach. Educational Psychol., vol. 26, no. 3, pp. 441–457. Available: 10.1080/01443410500342062 (in English).
Rosenbaum, M. and Ben-Ari, K. (1985). Learned helplessness and learned resourcefulness: Effects of noncontingent success and failure on individuals differing in self-control skills. J. of Personality & Social Psychol., vol. 48, no. 1, pp. 198–215. (in English).
Cuseo, J. (2012). Student success: Definition, outcomes, principles and practices. Esource for College Transitions (Electron. Newslett.), Available: http://www.fye.uconn.edu/12F_Wk_Digest/September/Weekly_2012_09_24/PDF’s/Cuseo_Student_Success.pdf (in English).
Shaffer, S. C., Eshbach, B. E., and Santiago-Blay, J. A. (2015). A dual approach to fostering under-prepared student success: Focusing on doing and becoming. InSight: A J. of Scholarly Teaching, vol. 10, pp. 79–91. Available: https://files.eric.ed.gov/fulltext/EJ1074057.pdf (in English).
Kennett, D. J. and Reed, M. J. (2009). Factors influencing academic success and retention following a 1st-year post-secondary success course. Educational Res. and Eval., vol. 15, no. 2, pp. 153–166. Available: 10.1080/13803610902804382 (in English).
Tinto, V. (2012). Enhancing student success: Taking the classroom success seriously. The Int. J. of the First Year in Higher Educ., vol. 3, no. 1, pp. 1–8. Available: 10.5204/intjfyhe.v2i1.119 (in English).
Tinto, V. (1987). Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago, IL, USA: Univ. of Chicago Press. (in English).
Astin, A.W. (1999). Student involvement: A developmental theory for higher education. J. of College Student Develop., vol. 40, no. 5, pp. 518–529. Available: https://www.middlesex.mass.edu/ace/downloads/astininv.pdf (in English).
Coker, J. S. and Porter, D. J. (2015). Maximizing experiential learning for student success. Change: The Mag. of Higher Learn., vol. 47, no. 1, pp. 66–72. Available: 10.1080/00091383.2015.996101 (in English).
Kuh, G. D., Kinzie, J., Schuh, J. H, and Whitt, E. J. (2011). Fostering student success in hard times,” Change: The Mag. of Higher Learn., vol. 43, no. 4, pp. 13–19. Available: 10.1080/00091383.2011.585311 (in English).
Strom, P. S. and Strom, R. D. (2013). Collaboration and support for student success. Community College J. of Res. and Pract., vol. 37, no. 8, pp. 585–595. Available: 10.1080/10668926.2012.753851 (in English).
Seifert, T.A., Arnold, C., Burrow, J., and Brown, A. (2011). Supporting Student Success: The Role of Student Services within Ontario’s Postsecondary Institutions. Toronto, ON, Canada: Higher Educ. Qual. Council of Ontario. (in English).
Hardy Cox, D. and Strange, C. C. (2010). Achieving Student Success: Effective Student Services in Canadian Higher Education. Montreal & Kingston, QB, Canada: McGill-Queens Univ. Press. (in English).
Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA, USA: Harvard Univ. Press. (in English).
Kuh, G. D. (2013). Promise in action: Examples of institutional success. New Directions for Higher Educ., vol. 161, pp. 81–89. Available: 10.1002/he.20048 (in English).
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