Academic Persistence

Abstract

Academic attrition is a costly problem for both students and higher education institutions. The

opposite of attrition, academic persistence, has been researched for students at all degree levels.

A brief review of the available literature provides several recommendations for higher education

institutions to follow to assist students with academic persistence. These recommendations

include suggestions for program structure, curriculum development, and student orientation

programs. The literature also provides recommendations for college students, stressing

motivation, organization, and time management.

Keywords: academic persistence, academic attrition

 Academic Persistence

High levels of attrition in higher education programs are a costly burden for both students

and universities. Rockinson-Szapkiw, Spaulding, and Bade (citation needed, source #1) estimate

attrition rates to be as high as 50%. This attrition, or failure to complete an academic program,

can result in accumulation of debt through student loans which the students often struggle to

repay without access to the higher-paying jobs afforded by completion of the attempted degree.

Even in the absence of financial aid, failure to complete an academic program represents huge

opportunity costs in time, labor, and money. Attrition also takes a significant toll on the

universities involved, both in capital and prestige.

Institutional Recommendations

The most detailed recommendations for institutions dealing with high academic attrition

rates come from Tinto (citation needed, source #3). He suggested that students needed to be

integrated into their programs through various forms of interaction with faculty and staff, both in

and out of the classroom. A variety of orientation programs and seminars were suggested to help

students with the transition into college life (citation needed, source #3). Course structure and

content also contribute to student persistence. According to Rockinson-Szapkiw, Spaulding, and

Bade, “Individuals were motivated to persist in courses when their learning was experiential,

practical, and relevant to their current work” (citation needed, source #1, page 301).

While institutional support services such as student financial services, research and

writing assistance, and campus orientation services are important, more important is social

support. Rockinson-Szapkiw, Spaulding, and Bade (citation needed, source #1) found various

sources of social support that contribute to academic persistence. They suggested that the
implementation of a cohort model would increase peer interaction, social connection, and

accountability among students, all of which would assist with program retention (citation needed,

source #1).

Student Recommendations

The literature also provided a variety of recommendations for students to follow to

increase their chances of academic success. The most frequently mentioned recommendations

dealt with motivation and the proper establishment of priorities. A student’s motivation is critical

to academic persistence. This motivation may come from intrinsic or extrinsic sources. Intrinsic

motivations include the need for intellectual stimulation, the desire to develop knowledge and

skills, and the enjoiment of learning [ CITATION Tem16 \l 1033 ]. Extrinsic motivations involve an

expectation of beneficial outcomes (e.g. opportunities for promotion, career advancement, or

socio-economic status changes). Whittington (citation needed, source #2) found a strong

relationship between a student’s perception of future employability and motivation in academic

studies. Templeton [CITATION Tem16 \n \t \l 1033 ] suggested that while extrinsic motivation may

push students to begin academic studies, intrinsic motivation is required for them to persist to

completion. Thus, a student’s internal drive is of primary importance when beginning a degree

program. The ability to set priorities and the discipline to maintain them are also important

attributes of persistent students. Rockinson-Szapkiw, Spaulding, and Bade indicated that students

must make their academic program “the top priority” in their lives to ensure success (citation

needed, source #1, p. 296).

Conclusion
 Academic attrition is a problem for both students and higher education institutions.

Reversing the trend of attrition, or establishing academic persistence, is therefore the

responsibility of both students and institutions. Research on this subject matter has resulted in a

plethora of publications suggesting strategies and methods for both students and institutions to

employ. Institutions are encouraged to develop academic programs that are relevant, practical,

and related to students’ fields of study.

The literature suggests several strategies for students to follow to help ensure persistence.

These strategies commonly addressed motivation, organization, and time management. A

student’s individual motivation seems to be the central defining factor in determining academic

persistence. A student’s motivation may come from several different internal and external

sources simultaneously, but without that personal drive, a student is not likely to succeed

academically.
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