Document Type

Thesis - Open Access

Award Date

2020

Degree Name

Master of Science (MS)

Department

Counseling and Human Development

First Advisor

Katelyn Romsa

Keywords

College Students, Generation Z, Higher Education, Student Retention, Student-Faculty Interactions

Abstract

Student retention has historically been an important discussion in higher education. While the importance of student retention remains, a new generation of students have filled colleges and universities. This study examines how interactions with faculty influence Generation Z college students’ overall satisfaction and student retention. The quantitative study used the NSSE survey instrument at a public land-grant institution in the Midwest. The results of a Mann-Whitney U analysis indicated a significant difference in student satisfaction reported between students who returned to the same institution the following year and students who did not return. A multiple linear regression analysis indicated that student-faculty interactions significantly predicted student satisfaction. The results provide clear support of the correlation between student-faculty interactions, student satisfaction, and student retention. The study also provides discussion for recommendations for professionals and suggestions for further research.

Library of Congress Subject Headings

College students.
Generation Z.
College teachers.
Interaction analysis in education.
Teacher-student relationships.
College dropouts -- Prevention.

Format

application/pdf

Number of Pages

89

Publisher

South Dakota State University

Rights

In Copyright - Non-Commercial Use Permitted
http://rightsstatements.org/vocab/InC-NC/1.0/

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