Abstract
Taking environments, persistence-retention, and social capital theories to the individual student as the level of analyses, and placing them within a “First 100 Days” strategy of prioritized urgency and energy as utilized by presidents of the United States since Franklin D. Roosevelt, the author challenges broad-based, long-term approaches to student persistence and institutional retention of students. A framework for “First 100 Days” persistence-retention plans for improved student and institution success is outlined.
Recommended Citation
Borland, Kenneth W. Jr.
(2016)
"First 100 Days Persistence-Retention Plans,"
Journal of Research, Assessment, and Practice in Higher Education: Vol. 1:
Iss.
1, Article 6.
Available at:
https://ecommons.udayton.edu/jraphe/vol1/iss1/6
