Promoting Persistence: The Role of Academic Advisors
Abstract
Retention and persistence to graduation have been concerns for colleges and universities across the country. Research has pointed to sociodemographic and economic factors that affect persistence. Our analyses isolate the relationship between advising appointments and the likelihood of persistence controlling for the possibility of an endogenous relationship and while controlling for sociodemographic and academic performance covariates. Using data from one college in a large, public university, we found that students enrolled in Spring 2018 who met with an advisor one or more times in January through August 2018 were 9% more likely to persist and enroll in Fall 2018 than otherwise similar students who did not visit an advisor at all during that period.
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Advisors were initially hesitant to add another form of communication to their already growing caseloads, but they eventually became supportive of the program after seeing its impact on students.
“Tippetts, et al. (2021) finds advisors were initially hesitant to add another form of communication to their already growing caseloads, but they eventually became supportive of the program after seeing its impact on students.”
From Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence (2022) · cites this paper as Tippetts, et al. (2021)
Text messaging may aid advisors in time management by reducing the need for one-on-one appointments, as advisor-to-advisee ratios continue to rise.
“Additionally, text messaging may aid advisors in time management by reducing the need for one-on-one appointments, as advisor-to-advisee ratios continue to rise (Tippetts, et al., 2021; Tuttle, 2000).”
From Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence (2022) · cites this paper as Tippetts, et al., 2021
Cites
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Cited by
Sorted by citations
Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence
Tippetts, M. M., Davis, B., Nalbone, S., & Zick, C. D. (2022) · Research in Higher Education · doi:10.1007/s11162-022-09678-8 · Cited by 11 · see citing works
Self-citation
- Authors
- Tippetts, M. M., Brandley, A. T., Metro, J., King, M., Ogren, C., & Zick, C. D.
- Affiliations
- University of Utah (US)
- Corresponding author
- Tippetts, Megan M.
- Venue
- Journal of College Student Retention: Research, Theory & Practice
- Publisher
- SAGE Publications
- Published
- 2020-05-21
- Volume
- 24
- Issue
- 2
- Pages
- 526-547
- ISSN
- 1521-0251 (ISSN-L)
- 1541-4167
- OpenAlex
- W3026460843
- Cited by
- 28
- References
- 1
- Citations by year
- 2026: 8 · 2025: 6 · 2024: 8 · 2023: 1 · 2022: 3 · 2021: 2
- FWCI
- 2.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of College Student Retention Research Theory & Practice (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Evasion and Academic Success Factors
- Social Sciences › Education › Mentoring and Academic Development
- Keywords
- student persistence, academic advising, student retention, university students, endogeneity, sociodemographic factors, academic performance
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