ABSTRACT
In recent times, a significant concern in higher education (HE) is the retention of students in their studies. Institutions worldwide are under pressure to reduce the rates of students ‘dropping out’, and develop new and innovative means that encourage students to continue (Thomas and Quinn 2003). For instance, in all parts of the UK, institutions’ progression and completion rates are measured via two performance indicators by the Higher Education Funding Council, and institutions are penalized financially for low rates of student retention. Similarly, in Australia, student retention is one of seven institutional indicators of quality teaching and learning utilized by the federal government for the allocation of teaching and learning performance funding. It is also one of four indicators used to assess institutions’ equity performance, to which special funding for the institution’s equity activities is tied.
