The Relationship between Administrative Intensity and Student Retention and Success: A Three-Year Study

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This article describes a secondary data analysis study linking the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates.

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19 p.

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Romine, Kerry; Baker, Rose M. & Romine, Karla A. September 22, 2018.

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This article describes a secondary data analysis study linking the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates.

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19 p.

Notes

Abstract: Through the lens of complexity theory and by utilizing the methodological framework
set forth in Gander’s 1999 article regarding internal and external organizational elements of
administrative intensity, this secondary data analysis study linked the internal organizational
elements of administrative intensity to institutional results as evidenced by higher education student
retention and graduation rates. Representing institutional investments, efforts, and outcomes
from 2004 to 2014, three years of data reporting were gathered from the Integrated Postsecondary
Education Data Set (IPEDS) and were then cleaned per secondary data analysis techniques. Using
canonical correlation analysis, the internal elements of administrative intensity were correlated with
student retention and success. Findings indicate the relationships of internal elements of higher
education institutions on student retention and success, which was measured by four-year, six-year,
and eight-year graduation rates. The discussion includes education policy implications.

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  • Education Sciences, 8(159), Multidisciplinary Digital Publishing Institute, September 22, 2018, pp. 1-19

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  • Publication Title: Education Sciences
  • Volume: 8
  • Issue: 159
  • Peer Reviewed: Yes

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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  • September 22, 2018

Added to The UNT Digital Library

  • Oct. 12, 2018, 10:49 a.m.

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  • Nov. 28, 2023, 12:50 p.m.

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Romine, Kerry; Baker, Rose M. & Romine, Karla A. The Relationship between Administrative Intensity and Student Retention and Success: A Three-Year Study, article, September 22, 2018; Basel, Switzerland. (https://digital.library.unt.edu/ark:/67531/metadc1281816/: accessed December 2, 2023), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Information.

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