Improving completion rates among disadvantaged students

Improving retention and completion in higher education are important objectives throughout the world. This book draws upon research and practice from Australia, England, New Zealand, and the U.S. The accounts presented here all have proved successful in attracting, and, crucially, retaining students from traditionally disadvantaged groups.

Michael CooperVincent TintoPatricia McLean and Margaret Heagney and Kay GardnerStephen J. Handel and Alfred HerreraMargaret AndrewsHelen Anderson and David ColtmanMargaret NobleJohn Benseman and Helen Anderson and Judy NichollMike Abramson and Peter Jones

Notes on the contributors	p. vii
Introduction	p. xiii
Chapter 1 Establishing conditions for student success	p. 1
Chapter 2 The implications of globalisation for supporting students with a disability: an Australian perspective	p. 11
Chapter 3 Access and retention of students from educationally disadvantaged backgrounds: Insights from the University of California	p. 33
Chapter 4 Access and learner-centred approaches to teaching and learning in further and higher education	p. 53
Chapter 5 A New Zealand bridging education model: theoretical perspectives on practice	p. 69
Chapter 6 Supporting student retention and progression: developing strategies through community learning and summer courses provision	p. 87
Chapter 7 Recruitment is but the first step: lessons in retention from access strategies in New Zealand	p. 115
Chapter 8 Tinto's model of retention revisited: a case study from a 'new' British university	p. 133
References	p. 149
Index	p. 157

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Table of Contents