Don G. Creamer

TWO‐YEAR COLLEGE ATTRITION: DO STUDENT OR INSTITUTIONAL CHARACTERISTICS CONTRIBUTE MOST?

This study examined certain effects of seven student pre‐enrollment characteristics and three student‐institutional characteristics on retention status. Path analysis of these longitudinal data was unable to compare favorably with other studies using similar determinants. Certain practical implications of the study also are presented, emphasizing the burden of evidence that suggests that entering student characteristics cannot be used alone to explain the retention decision, that retention programs should be strategically rather than generically focused, and that program holding power may be related to student career consciousness and goal specificity.

The Role of Principles, Character, and Professional Values in Ethical Decision-Making.

The role of ethical principles, character traits, and professional values in ethical decision-making is examined and depicted through an integrated and comprehensive model. A case study provides an illustration of improved decisionmaking when using the model.

Intentional Professional Development: Feedback from Student Affairs Professionals

Despite long-standing calls for more intentional professional development as a way to ensure a higher quality workforce in student affairs, little progress has been made. Various committees and task forces have suggested frameworks for program development, the certification of program quality and attendance, the recording of individual participation, and recognition of individual achievement; but associations have failed to act because of a variety of concerns. To date, information on the views of affairs professionals on such issues is limited and has not been studied in a systematic way. This study sought to fill this void.

Perceptions of the Scope and Quality of Student Services Functions in Two-Year Colleges.

The survey research described in this report elicited perceptions of 172 chief student services officers at community colleges about student services provided in 1994 based on functions defined by the Carnegie Institute (Raines, 1966). The researchers compare their findings with those reported in 1966, report perceived changes in institutional factors affecting service delivery, and compare the scope and quality of student services functions by small and large institutions. Results indicate service increases at both small and large institutions with little difference in levels of service by college size. Respondents reported perceptions of broad services of good quality and an overall improvement in 10 specific institutional conditions related to service provision.

The Management of Change as a Condition of Student Retention Programs.

Community college administrators know that the prosperity of their institutions depends upon enrollment of students that come from both external and internal markets. Although new students from the external market constantly must be sought and enrolled, the most accessible market is the internal one where much of the work already is accomplished. Because of increasing competition, rising cost of education, and other bewitching factors, college administrators almost inevitably are led to a decision to work harder to retain a higher percentage of presently enrolled students. In most situations, many of the right ingredients for success are present-a clear goal, motivated administrators and faculty, adequate resources, abundant talent, and a ready market. Yet, many retention efforts do not succeed, or, at least, fall far short of expectations. Why? Like the problem, the answer is complex. It may rest in part on understanding certain consequences of retention efforts. Retention efforts may cause, or lead to, substantial change in the institution. To set a new goal or to reorder an old one, is to consiciously or unconsciously proclaim an intent to change and to cause events with predictable-and sometimes unpredictable-consequences. Without planning, change will be resisted by people vested in the status quo. The management of change may thus have as much to do with the success of retention efforts as the quality of the plan. The purpose of this analysis is to consider why retention efforts often fall short of expectations from a perspective of planned change management. The analysis is intended to serve two purposes: (a) to highlight certain principles pertaining to planned change from a management perspective, and (b) to propose an application of these principles to an analysis of retention efforts in community colleges. Principles from organization development research may have utility for college administrators. Planned change, or organizational development, may be seen as a field of study, which focuses on