Doctor of Philosophy (Ph.D.)
Degree Granting Department
Adult, Career and Higher Education
Thomas E. Miller, Ed.D.
Donald A. Dellow, Ed.D.
W R. Sullins, Ed.D.
William H. Young, Ed.D.
Admission, Community College, Orientation, Transition
This research study investigated the relationship to the pre-enrollment factors of admissions-to-enrollment and orientation-to-enrollment timespans to transfer student success as measured by persistence and the length of time taken to earn a baccalaureate degree. This quantitative study analyzed secondary data (N = 357) from a large, four-year, public research institution in the southeast United States. A logistic regression analysis was used to explore the relationships between the pre-enrollment timespans and persistence. The relationship between the admissions-to-enrollment timespan and persistence was not statistically significant. The orientation-to-enrollment timespan was found to have a statistically significant relationship to persistence (p < .05). This indicated that students who had increased orientation-to-enrollment timespans were more likely to persist. To further explore this relationship, a multiple logistic regression analysis was conducted to control for possible extraneous demographic, pre-enrollment, and enrollment variables. The relationship of orientation-to-enrollment timespan and persistence continued to be statistically significant. An ordered logistic technique was used to explore the relationship between the admissions- and orientation-to-enrollment timespans and time-to-degree completion. Neither timespan was found to have a significant relationship with time elapsed to complete the degree. Implications for admissions and orientation timespans were discussed in relation to transfer student transitions.
Scholar Commons Citation
Bombaugh, Michelle Denise, "The Relationship of Pre-enrollment Timespans to Persistence and Time-to-Degree of Transfer Students at a Four-Year, Metropolitan University" (2015). Graduate Theses and Dissertations.