Analysis of the Effects of Faculty Composition on Graduation and Retention Rates
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Authors
Gonzalez, Diana M. Leal
Issue Date
2019-04
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , College dropouts--Prevention , College graduates--Rating of , Employee retention , Universities and colleges--Faculty
Alternative Title
Abstract
Institutions of higher education continuously look for factors that could impact a student’s chance of graduating. Among many possible variables, research suggests that student engagement has a positive effect on student success (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Tinto 1993, Tinto 2012). One of those important factors is the interaction that occurs between faculty and students inside and outside of the classroom (Kuh et al., 2008; Mayhew, Pascarella, & Terenzini, 2016; Pascarella & Terenzini, 1979; Tinto, 2012). This study explores the possibility that full-time faculty are better suited to strengthen those relationships than instructors that are hired on a part-time basis.
Using data collected by the Department of Education through the Integrated Postsecondary Education Data System (IPEDS), this study evaluated data from 1,005 degree-granting institutions from 2006 to 2012 to determine if there was a relationship between the ratio of part-time to full-time faculty and retention and graduation rates. The methods used in this study include a preliminary review that provided relevant information about the variables used. Additionally, correlation analysis and a review of the time series plots was conducted. Finally, two regression analysis models were developed using retention and graduation rates as dependent variables, the ratio of part-
time to full-time faculty per 100 Full-Time-Equivalent (FTE) and the number of full-time faculty per 100 FTE as independent variables, plus a series of control variables.
The results of the study revealed a positive relationship between the number of full-time faculty per 100 FTE and both retention and graduation rates, and a negative relationship between the ratio of part-time to full-time faculty per 100 FTE and retention and graduation rates.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.