The apparent strategies of universities with exemplary retention rates: A synthesis of academic cocurricular programming.

Abstract

Many institutions of higher education offer cocurricular programming opportunities outside of the classroom to supplement learning and to impact retention. While many retention studies have focused on social programming fostering social integration, the present study explored academic programming at institutions whose retention rates were exemplary, between 92% and 97% for first-time freshmen. The purpose of the study was to portray the current programming opportunities and search for meaningful patterns. Programs included in the study were limited to those offered to first-year students and having institutional sponsorship and institutional staffing across divisional boundaries. Ninety-three specific academic cocurricular programs were found at seven public research universities. From the specific academic programs, domains of academic programming were formulated: learning, studying, research, service learning, residential learning, communications, and academic planning. Data were coalesced from the specific elements of the programs and the seven domains then redistributed into universal programming elements to allow an analysis from a perspective other than institutional distinctiveness. Viewing the universal programming elements through the lens of specific domains, revealed characteristics of apparent strategies as defined in the theoretical framework of competitive intelligence. Since the apparent strategies are shared by highly retentive institutions, the strategies can be defined as standards of excellence. Eight apparent strategies supported two apparent goals of the public research universities in terms of academic programming. The major goals of the exemplary universities were providing student-centered learning and creating communities of academic villages.