{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/2756"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/2756","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Predicting student departure: academic integration and other factors that predict departure among nontraditional students at a commuter university","abstract":"The purpose of this study was to test a predictive model that identified variables that predict departure among nontraditional students at a commuter institution. This study explored Braxton et al. (2004) theory of student departure in commuter colleges and universities, particularly proposition 13 which states that student entry characteristics affect the level of initial commitment to the institution. In addition, this study focused on student entry characteristics, initial commitment and academic integration among nontraditional students in an effort to understand the declining enrollment and problematic retention rates associated with the study institution. The study institution is a regional, comprehensive university with approximately half of the student body considered nontraditional. Roughly 20% of the students live on campus, meeting the Carnegie classification for a commuter institution. Data from the study institution's student information system and National Survey of Student Engagement (NSSE) was used to gather the data necessary for the study design. NSSE provided the \"initial commitment\" and \"academic integration\" variables. The \"departure\" variable was collected from the beginning of the student’s entry through Spring 2016. This means for every student, at least three years of post-entry data was collected to determine either current enrollment or graduation. If neither was evident, the student departed prior to graduation. Major findings of the study showed that: (1) age, academic performance (ACT) and the entry year of the students effected initial commitment among first-year students and (2) age and two academic integration variables (\"best work\" and \"writing clearly\") effected departure among nontraditional students.","abstract_html":"The purpose of this study was to test a predictive model that identified variables that predict departure among nontraditional students at a commuter institution. This study explored Braxton et al. (2004) theory of student departure in commuter colleges and universities, particularly proposition 13 which states that student entry characteristics affect the level of initial commitment to the institution. In addition, this study focused on student entry characteristics, initial commitment and academic integration among nontraditional students in an effort to understand the declining enrollment and problematic retention rates associated with the study institution. The study institution is a regional, comprehensive university with approximately half of the student body considered nontraditional. Roughly 20% of the students live on campus, meeting the Carnegie classification for a commuter institution. Data from the study institution's student information system and National Survey of Student Engagement (NSSE) was used to gather the data necessary for the study design. NSSE provided the "initial commitment" and "academic integration" variables. The "departure" variable was collected from the beginning of the student’s entry through Spring 2016. This means for every student, at least three years of post-entry data was collected to determine either current enrollment or graduation. If neither was evident, the student departed prior to graduation. Major findings of the study showed that: (1) age, academic performance (ACT) and the entry year of the students effected initial commitment among first-year students and (2) age and two academic integration variables ("best work" and "writing clearly") effected departure among nontraditional students.","abstract_has_math":false,"creators":["Rosier, John Michael"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Breaux, Arleene P.","Exley, Robert","Hardy, David E.","Simmons, Alicia"],"advisors":["Bray, Nathaniel J."],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016","date_published":"2016","updated_at":"2026-07-27T18:44:25Z","subjects":["Higher education administration"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0002467","Rosier_alatus_0004D_12966"],"render_values":[{"text":"u0015_0000001_0002467","href":null,"code":true},{"text":"Rosier_alatus_0004D_12966","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/2756","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Breaux, Arleene P.","Exley, Robert","Hardy, David E.","Simmons, Alicia"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Bray, Nathaniel J."]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Rosier, John Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-02T19:54:55Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-02T19:54:55Z"]},{"key":"dc:date.issued","label":"Date","values":["2016"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Higher education administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0002467","Rosier_alatus_0004D_12966"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/2756"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to test a predictive model that identified variables that predict departure among nontraditional students at a commuter institution. This study explored Braxton et al. (2004) theory of student departure in commuter colleges and universities, particularly proposition 13 which states that student entry characteristics affect the level of initial commitment to the institution. In addition, this study focused on student entry characteristics, initial commitment and academic integration among nontraditional students in an effort to understand the declining enrollment and problematic retention rates associated with the study institution. The study institution is a regional, comprehensive university with approximately half of the student body considered nontraditional. Roughly 20% of the students live on campus, meeting the Carnegie classification for a commuter institution. Data from the study institution's student information system and National Survey of Student Engagement (NSSE) was used to gather the data necessary for the study design. NSSE provided the \"initial commitment\" and \"academic integration\" variables. The \"departure\" variable was collected from the beginning of the student’s entry through Spring 2016. This means for every student, at least three years of post-entry data was collected to determine either current enrollment or graduation. If neither was evident, the student departed prior to graduation. Major findings of the study showed that: (1) age, academic performance (ACT) and the entry year of the students effected initial commitment among first-year students and (2) age and two academic integration variables (\"best work\" and \"writing clearly\") effected departure among nontraditional students."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Predicting student departure: academic integration and other factors that predict departure among nontraditional students at a commuter university"]}]}],"canonical_facts":{"dc:contributor":["Breaux, Arleene P.","Exley, Robert","Hardy, David E.","Simmons, Alicia"],"dc:contributor.advisor":["Bray, Nathaniel J."],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Rosier, John Michael"],"dc:date.accessioned":["2017-03-02T19:54:55Z"],"dc:date.available":["2017-03-02T19:54:55Z"],"dc:date.issued":["2016"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["The purpose of this study was to test a predictive model that identified variables that predict departure among nontraditional students at a commuter institution. This study explored Braxton et al. (2004) theory of student departure in commuter colleges and universities, particularly proposition 13 which states that student entry characteristics affect the level of initial commitment to the institution. In addition, this study focused on student entry characteristics, initial commitment and academic integration among nontraditional students in an effort to understand the declining enrollment and problematic retention rates associated with the study institution. The study institution is a regional, comprehensive university with approximately half of the student body considered nontraditional. Roughly 20% of the students live on campus, meeting the Carnegie classification for a commuter institution. Data from the study institution's student information system and National Survey of Student Engagement (NSSE) was used to gather the data necessary for the study design. NSSE provided the \"initial commitment\" and \"academic integration\" variables. The \"departure\" variable was collected from the beginning of the student’s entry through Spring 2016. This means for every student, at least three years of post-entry data was collected to determine either current enrollment or graduation. If neither was evident, the student departed prior to graduation. Major findings of the study showed that: (1) age, academic performance (ACT) and the entry year of the students effected initial commitment among first-year students and (2) age and two academic integration variables (\"best work\" and \"writing clearly\") effected departure among nontraditional students."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["u0015_0000001_0002467","Rosier_alatus_0004D_12966"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/2756"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Higher education administration"],"dc:title":["Predicting student departure: academic integration and other factors that predict departure among nontraditional students at a commuter university"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:25Z"}