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The Persistence Perspective on Retention

2THE PERSISTENCE PERSPECTIVE ON RETENTION

Table of ContentsThe Persistence Perspective on Retention �� 3

The Failings of “Retention” �� 3

The True Ingredients of Student Success �� 5

Upgrading to Persistence �� 7

VitaNavis and Persistence �� 9


The Persistence Perspective on Retention

When it comes to measuring the success of academic institu-tions, two of the most commonly used words are “retention” and “persistence�” In higher education, a school’s “retention rate” refers to the number of students who enroll for their first year and return the next year to continue studying at the same school� Some institutions call this number their “persistence” rate or use it to describe student “persistence�” In fact, however, these terms are not interchangeable; persistence is another an-imal altogether� The Rhode Island Office of Higher Education defines “persistence” as “the act of continuing towards an educational goal (e�g� earning a bachelor’s degree)�”

While retaining students would certainly encompass a degree of persistence on the students’ part, the two metrics measure subtly but profoundly different activities�

Retention expresses the number of students who stay at their institution from freshman to sophomore year� Persistence describes students’ ongoing pursuit of their degrees, which could be between freshman and sophomore year, or it could describe persistence from one semester to the next, one degree to the next, etc�

Furthermore, retention is a larger, school-wide statistic, measured in the hundreds or thousands, based on a specific cohort of students� Persistence, in contrast, focuses on individual students’ ability to continue on a given course of study� Persistence is personal, while retention is institutional� Students are actively concerned about their own and their friends’ persistence, while virtually no university students know or care about their insti-tution’s retention rates�

For these reasons and more, persistence is actually a much more valuable, viable indicator of student success and, by extension, institutional success as well� Measuring and emphasizing persistence involves engaging individual students on a personal level in terms of their studies and career paths� This approach is much more effective for students and, when correctly exe-cuted, its effect can ripple across a campus; raising students’ persistence would almost undoubtedly raise retention rates schoolwide, as well� Retention takes a “top-down” approach, assuming that focusing resources on keeping students at an institution will enhance their experiences, which may or may not be the case� Persistence, on the other hand, works from the bottom up, basing organizational goals, strategies, and plans on individual students’ capacities to keep working toward their futures�

The VitaNavis® platform (developed by The Myers-Briggs Company) is a career and education decision-making solution

that helps students better understand their interests and gives them the tools they need to persist toward their occupational aims� We help academic advisors, career counselors, career ser-vices departments, and entire educational institutions person-alize their student success strategies� With interest alignment comes persistence, and with persistence, both students and institutions thrive�

Throughout this paper, we will discuss the theories, concepts, and research behind a persistence-focused approach to student success, which demonstrate why persistence should replace (or, at the very least, complement) retention as a measure of student success� Making this nuanced but powerful change could greatly benefit your institution�1

The Failings of “Retention”

Retention is a metric with the best of intentions� It’s meant to reflect students’ outcomes, both as individuals and as a group, with the underlying theory being that students would not re-enroll if their educational experiences didn’t motivate them to keep working earnestly and enthusiastically toward their degrees� Noted educational scholar Vincent Tinto describes measuring retention as an “institutional commitment to students��that springs from the very character of an institution’s educational mission�” The goal of measuring retention rates is to ensure that institutions meet their “educational mission,”2 motivating students to re-enroll because they’ve gained import-ant skills�

However, in practice, retention rates simply haven’t delivered the results those who implemented them imagined they would� According to an article published in the Journal of College Student Development, while “student retention has been the primary goal for higher education institutions” and “the focus of much research effort,” it hasn’t achieved its intended outcomes� The author of the report notes: “efforts to improve retention rates seem to be ineffective; attrition rates [the number of students who leave an institution, or the opposite of retention] have endured despite significant efforts to close them�” He points to a few sobering statistics in this area: “slightly over half of students who begin a bachelor’s degree program at a four-year college or university will complete their degree at that same

1 “Postsecondary Retention and Persistence: A Primer.” The Rhode Island Office of Higher Education, ribghe.org/7attach1061207.pdf.

2 Voigt, Lydia and Jim Hundrieser. “Student Success, Retention, and Graduation: Definitions, Theories, Practices, Patterns, and Trends.” Stetson University, Nov. 2008, stetson.edu/law/conferences/highered/archive/media/Student%20Success,%20Retention,%20and%20Graduation-%20Definitions,%20Theories,%20Practices,%20Patterns,%20and%20Trends.pdf.


institution within six years�”3 If monitoring, focusing institu-tional resources on, and designing programs around retention hasn’t actually motivated more students to re-enroll, it’s time to consider a new metric�

In addition, even if retention rates had improved, this statistic doesn’t capture the complexity of individual student experiences� For example, a school with a 95 percent retention rate might not truly be providing students with the tools they need—many might re-enroll even if they were unsatisfied because they don’t feel they have other options, or graduate with a degree they have no idea how to use� Ultimately, measures of institutional success must start with and serve individuals’ needs� As a piece in the Chronicle of Higher Education notes, “so much of the data work in higher education revolves around reporting for external stakeholders,” but “behind every data point is a student —a person with a story�”4 Retention rates seem to provide a broad view of an institution’s educational (and, let’s face it, commer-cial) success, but they do not express the story behind their data points�

3 Reason, Robert D. “An Examination of Persistence Research Through the Lens of a Comprehensive Conceptual Framework.” Johns Hopkins University Press, Journal of College Student Development, vol. 50, no. 6, pp. 659-682, Nov./Dec. 2009, muse.jhu.edu/article/364959/summary.

4 Grites, Thomas J. “Student Success Can’t Be Measured by an Aggregated Metric.” The Chronicle of Higher Education, 8 Nov. 2018, chronicle.com/blogs/letters/student-success-cant-be-measured-by-an-aggregated-metric.

In fact, the fundamental philosophy of retention rates does not accurately represent students and their interests� The under-lying assumption behind measuring retention is that students don’t re-enroll because they cannot handle the academic rigor� However, in reality, many students who appear to be doing well by broad institutional metrics (general GPA, course load, etc�) drop out, especially later on in their academic careers� A 2016 article from Inside Higher Ed describes a mysterious, but probably common, situation occurring at the University of Arizona: “students who seemed poised to graduate were actually leaving at higher rates than we could have foreseen��students with solid grades in their lower-division foundational courses [were] leaving after their first, second or even third year�” The authors investigated why this might be the case and found “an institutional blind spot�”

These researchers realized that many students “don’t exhibit the traditional warning signs as defined by the retention experts�” Reviewing these students’ records presented a much more nuanced trend—they hadn’t fully grasped the foundational material covered in their lower level courses, so they were underprepared and became overwhelmed as they advanced� Students like these—undetected as risks by retention measures since they are generally doing well—“[hit] a wall, usually during��major and upper-division courses, which is oftentimes difficult to overcome�”5 The authors of this report plan to devise “a more comprehensive institutional approach” to address this issue� These under-the-radar struggling students likely could have made it through their more challenging courses with more personalized support, being seen as people rather than numbers�

This is not retention’s only “blind spot”—it also fails to consider the fact that students often transfer institutions for a wide variety of reasons� A brief from the American Council on Education (ACE) points out that “although institutional retention measures and graduation rates are important campus planning and management tools, they do not reflect the overall student experience�” The ACE reviewed “data from the U�S� Department of Education’s National Center for Education Statistics (NCES) [that] followed students across institutions and included the progress of students who transferred and graduated from institutions other than the first one in which they enrolled�” In doing so, they determined that, while six-year degree attainment has been reported at “54 percent,” the actual figure is “69 percent for all undergraduate students” when transfers are followed� This demonstrates another notable gap in retention statistics; by focusing on retaining students at a

5 Baldasare, Angela, et.al. “When a B Isn’t Good Enough.” Inside Higher Ed, 15 Nov. 2016, insidehighered.com/views/2016/11/15/developing-metrics-and-models-are-vital-student-learning-and-retention-essay.


particular institution, they fail to take into account that many students successfully persist in their degrees through a transfer�

In addition, the ACE report notes: “research has identified many factors that positively and negatively influence students’ academic progress and success, including prior experiences, student characteristics, and students’ experiences and level of involvement during their postsecondary education�” ACE also highlights the impact juggling work and family with education can have on students’ ability to attain their degrees� The report’s summary concludes that student success “measures are most valuable when they reflect the personal, academic, and econom-ic realities faced by students and by the colleges and universities that they attend�”6 Since it focuses on a given schools re-enroll-ment numbers rather than actual students, retention cannot encompass these factors�

Another reason retention rate measurement hasn’t delivered on its promises is because this metric is primarily concerned with why students aren’t retained rather than learning from the students who do stay in school� As two University of North Carolina at Chapel Hill educational administrators pointed out in their paper on retention, “higher education research has had an eye toward pathology with a focus on repairing students’ problems��much research exists on why students fail to persist as opposed to why they succeed�” Measuring retention rates encourages this focus on problematic students, as institutions strive to keep those they might have lost rather than exploring why successful students did remain enrolled� Alternatively, these authors point out: “strength-based approaches to the study of undergraduate retention involve studying successful students�”7 Institutions can benefit tremendously by considering what students do well—such as how they persist and what drives them to continue�

Unfortunately and ironically, using retention rates as an insti-tutional metric has actually encouraged educational strategies that harm students, on the whole� As discussed in a National Higher Education Benchmarking Institute presentation on Georgia community colleges, retention-based approaches cause schools to “enroll only the best and brightest, enroll only those financially solvent, enroll only full-time students, use predictive analytics to weed out the inadequate, likely to fail students as soon as possible (before census), require students to

6 “Student Success: Understanding Graduation and Persistence Rates.” American Council on Education, 2003, acenet.edu/news-room/Documents/IssueBrief-2003-Student-Success-Understanding-Graduation-and-Persistence-Rates.pdf.

7 Demetriou, Cynthia and Amy Schmitz-Sciborski. “Integration, Motivation, Strengths and Optimism: Retention Theories Past, Present and Future.” The University of North Carolina at Chapel Hill, 2012, studentsuccess.unc.edu/files/2012/11/Demetriou-and-Schmitz-Sciborski.pdf.

live on-campus for the full college experience, and use grade inflation to make sure they all pass�”8 Stressing retention actu-ally actively prevents lower-performing, less financially-stable, part-time, and otherwise struggling students from getting the educational assistance they need� Stressing retention motivates educators to deny resources and help to students most in need� Instead, they have to hope these pupils will either drop out before the deadline or stay in school only due to the artificial boost of grade inflation�

Despite being envisaged as a measurement of true student and institutional achievement, retention ultimately fails because it is a vast oversimplification of these topics� According to a 2016 paper from the American Institutes for Research, “current measures of persistence and completion [such as retention] do not fully capture the data needed to depict the complexity of students’ persistence and completion outcomes�”9 This broad, “top-down” approach appears to prioritize institutional con-cerns while ignoring the most important elements of student success: the students themselves�

The True Ingredients of Student Success

The basic intent of retention metrics is, of course, to encourage academic excellence; the ideal situation is that students enthusi-astically continue through the end of their educational process, becoming fully prepared for the professional world� Since research and experience have shown that retention is an insuffi-cient metric because it doesn’t address the correct components of student perseverance, it’s time to take a step back and fully consider what these elements actually are� Understanding the building blocks of student success can help educators, admin-istrators, counselors, advisors, and other leaders determine how to construct a better measure of it�

One major factor in students’ endurance through school is their impressions of their own success, sometimes referred to as their “self-efficacy”� An article in The Journal of Competency-Based Education refers to one educational theory, which “posits that as students achieve success, their perception of their own academic abilities improve[s]� This additional confidence makes them

8 Guthrie, Lou. “A Better Way to Measure Student Success.” 2016 SACCR Annual Conference, National Higher Education Benchmarking Institute, 2016, Lecture, saccresearch.org/wp-content/uploads/2016/09/SACCR-2016-Presentation-Lou-Guthrie-NHEBP.pdf

9 Soldner, Matthew, et al. “Toward Improved Measurement of Student Persistence and Completion.” American Institutes for Research, May 2016, air.org/sites/default/files/downloads/report/Toward-Improved-Measurement-Persistance-and-Completion-May-2016.pdf.


more likely to persist through later academic challenges�”10 How well students believe they are doing is equally if not more important than their GPAs or other indicators of academic performance� In accordance with this concept, students’ advi-sors and mentors can help them continue through their courses by reinforcing their successes and reminding them of their triumphs during difficult periods�

In addition, educators can help students better understand their perceptions, putting pupils in the driver’s seat of their educa-tion� The Student Success Module (available through the VitaNavis platform) helps users better comprehend their strengths, weaknesses, personalities, and perspectives� For example, a student can learn more about his or her Growth Mindset (Self-Awareness, Self-Confidence, Orientation Towards Self, and Resilience) and use the tips for “How to Grow” to better tackle academic difficulties�

Another ingredient of student success is the student’s confi-dence that the degree will be meaningful in his or her life and career� It’s difficult for students to become motivated when they aren’t sure exactly why they’re taking college courses (other than “having to”) or how they relate to their broader vocational goals� As an Ed Source article notes, “research has shown that students feel more engaged in school when they are able to see the connection between their studies and real-world applica-tions, such as how what they’re learning in the classroom will benefit them after graduation�”11 Students are much more likely to remain dedicated during academic difficulties if they under-stand what exactly they are working toward� The SuperStrong® assessment (through VitaNavis) helps students understand their interests and align their goals accordingly, so they can plan and stick to a scholarly pathway�

Students are also much more likely to complete their degrees if they feel a sense of connection to the campus community� As esteemed educational scholar Tinto puts it in an Inside Higher Ed article, “while believing one can succeed in college (i�e� students’ perceptions of their performance, described above) is essential for persistence to completion, it does not in itself ensure it� For that to occur, students have to come to see themselves as a member of a community of other students, faculty and staff who value their membership—that they matter and belong�” This indicates that a sense of “school pride” is as vital in the classroom as it is in the sports arena� Tinto explains: “students who perceive themselves as belonging are more likely to persist

10 Mayeshiba, M. and A. Brower. “Student success and retention using new definitions created for nonterm, direct assessment CBE.” Wiley Online Library, The Journal of Competency-Based Education, 15 Feb. 2007, onlinelibrary.wiley.com/doi/abs/10.1002/cbe2.1039.

11 Maitre, Michelle. “Career guidance helps students figure out their paths.” Ed Source, 26 May 2015, edsource.org/2015/career-guidance-helps-students-figure-out-their-paths/80474.

because it leads not only to enhanced motivation but also a willingness to become involved with others in ways that further promote persistence� In contrast, a student’s sense of not belonging, of being out of place, leads to a withdrawal from contact with others that further undermine motivation to persist�”12 In this way, the social bonds students form with their colleagues, professors, and advisors are a significant sign of their potential perseverance�

In order to inspire students to overcome obstacles and carry on, they need to be seen and heard on an individual level� Students have virtually no interest in their school’s retention rates, so these figures do little to motivate them� As Tinto explains: “For years, our prevailing view of student retention has been shaped by theories that view student retention through the lens of institutional action and ask what institutions can do to retain their students� Students, however, do not seek to be retained� They seek to persist� The two perspectives, although necessarily related, are not the same� Their interests are different� While the institution’s interest is to increase the proportion of their stu-dents who graduate from the institution, the student’s interest is to complete a degree often without regard to the college or university in which it is earned�”13

For this reason, professors, advisors, and administrators trying simply to “retain” students by encouraging them to re-enroll

12 Tinto, Vincent. “From Retention to Persistence.” Inside Higher Ed, 26 Sept. 2016, insidehighered.com/views/2016/09/26/how-improve-student-persistence-and-completion-essay.



will likely miss the mark� In order to energize students and influence them to persist, mentors must connect with them on a personal level, approaching them based on their interests rather than the school’s� Students are interested in their own majors, careers, dreams, lives, friends, and families, so these should all be taken into very serious account�

Advisors can help students juggle various responsibilities, hobbies, and activities such that they can stay focused on academic achievement� If school doesn’t already seem particu-larly relevant to students’ passions, mentors can make it so by helping students fully grasp how their goals line up with their classes and programs�

In sum, the ingredients to student success appear to be high self-efficacy, career-driven coursework, active community involvement, and recognition of their unique characteristics as people� Retention rates cannot communicate or embrace these myriad elements, but another concept can: persistence�

Upgrading to Persistence

Although they’re often considered synonyms, retention and persistence are actually profoundly different concepts� While retention is institutionally-focused, persistence is personal� While retention is a broad statistic, covering hundreds or even thousands of students, persistence can be measured on an individual basis� While retention is passive (a desire to keep students where they are, enrolled in a university), persistence is active (a drive that propels students forward toward their degrees)� And while retention hasn’t made the grade when it comes to adequately measuring and motivating student success, persistence very well could�

Transitioning from a focus on retention to one on persistence is both a semantic and substantive shift� University administrators who prioritize persistence as a key determiner of student success would probably still track re-enrollment from freshman to sophomore year, but they would also monitor other metrics of student success (continuation in a given major’s requirements, regular visits to advisors, attitudes toward study, involvement in campus activities, etc�)� Perhaps even more importantly, the mentality of educators, administrators, mentors, and leaders would change from “let’s see how we can encourage students to re-enroll next year” to “let’s see what we can do to inspire students to eagerly, resiliently pursue their academic paths�”

This basic idea, and the varied statistics that go with it, would likely lead to very different strategies for spurring student success� It could positively transform student services, academic advising, career counseling, and even coursework� With the VitaNavis solution, we’ve seen these kinds of transformations

occur, in conjunction with our innovative career exploration platform� While making the switch from a retention-based mindset to an emphasis on persistence might require some effort, it’s well worth it� Below, we explain exactly why concen-trating on persistence is an upgrade�

The nature of persistence involves focusing on individual students and proactively engaging them on a personal level in terms of their study and career paths� This is both more mean-ingful for students and more effective for institutions� As Tinto argues, “to promote greater degree completion, institutions have to adopt the student perspective and ask not only how they should act to retain their students but also how they should act so that more of their students want to persist to completion��The latter [question], rarely asked, requires institutions to understand how student experiences shape their motivation to persist, and, in turn what they can do to enhance that mo-tivation�”14 Organizational goals must, therefore, begin with individual students, since this is the level at which persistence comes into play�

While engaging with the complex nuances of individual student needs as they relate to persistence may seem daunting, it is, in fact, an upgrade because it actually confronts the issues students face and opens the door to truly resolving them� As Robert D� Reason concludes in his Journal of College Student Development paper on the subject, “understanding the complexity of students’ persistence behaviors within the various contexts of higher education institutions begin to shed light on what has been the inexorable problem of student departure�” As such, “practitioners, recognizing the importance of local environments in the persistence decision, can adapt research findings to their local contexts to maximize institu-tional efforts�” A personalized perspective on persistence may seem demanding at first, but it is nowhere near as difficult as grappling with seemingly “inexplicable” retention rates (which are, in fact, only incomprehensible because they do not measure what they are intended to)�

Additionally, a personal, persistence-based, “bottom-up” approach to student success brings with it many beneficial byproducts, even beyond retention and similar measures� Attempts to cultivate students’ interests and drive them to succeed necessarily improve social and academic engagement� More clearly defining coursework-related career paths for students can also enhance their post-graduate income and other occupational outcomes� More motivated students also make teaching easier and more enjoyable for professors�



Shifting from retention to a persistence viewpoint is also a step up because it is much more inclusive� An emphasis on persistence means that the lower-income, part-time, strug-gling students that retention rate-focused policies ignore will finally be assisted the way that they deserve to be� So will already-successful students, who are not “at-risk” (e�g� on probation, or contemplating dropping out) but could use extra encouragement to fully attain their ambitious aims� While only very select students are considering their re-enrollment, all students want to persist and succeed� As the researchers from University of North Carolina at Chapel Hill explain, emphasiz-ing persistence and “studying what is right with students may illuminate new aspects of successful student experiences which can in turn be applied to supporting all students,” not just those who may leave�15

Persistence also takes into account the myriad other factors competing for students’ attention, rather than assuming they are taking courses in a vacuum� As an article published in the European Journal of Psycholog y of Education explains, “students’ achievement and persistence might not only be affected by their amount of study motivation, but also by the motivation to en-gage in competing alternative activities�”16 Cultivating a holistic understanding of students’ lives and the components that affect their achievement can lead to far superior outcomes� After all, as a report from the National Symposium on Postsecondary Student Success points out, “student persistence is a function of

15 Demetriou, Cynthia and Amy Schmitz-Sciborski. “Integration, Motivation, Strengths and Optimism: Retention Theories Past, Present and Future.” The University of North Carolina at Chapel Hill, 2012, studentsuccess.unc.edu/files/2012/11/Demetriou-and-Schmitz-Sciborski.pdf.

16 Lens, Willy, et al. “Study persistence and academic achievement as a function of the type of competing activities.” JSTOR, European Journal of Psychology of Education, vol. XX, no. 3, pp. 275-287, 2005, jstor.org/stable/23421529?seq=1#page_scan_tab_contents.

dynamic relationships between the individual and other actors within the college and their home community�”17

Transitioning to persistence can also more accurately (and perhaps, favorably) represent an institution’s success� As the ACE report argues: “reports that focus on institutional reten-tion or graduation measures do not capture the full diversity of students’ experiences and may unfairly characterize certain institutions� Persistence measures should consider the full student experience across institutions, and where possible, be presented in the context of other relevant student characteristic data�” As it turns out, fully considering students’ multifaceted levels of persistence performance might actually reflect better on your organization than retention rates, especially if you’ve been intuitively serving students’ true needs all along�

Persistence also upgrades students’ experiences and achieve-ments both in school and after graduation� The capacity to endure through trying circumstances is a fundamental life skill that can be developed, if educators are aware of and thought-fully teaching it� By emphasizing persistence within your own institutional practices and student success strategies, you can build within your pupils the capability to be successful in school, employment, and life�

Essentially, persistence is a more advanced modus operandi for deciphering and encouraging student success� While a retention perspective is content to conserve the current state of affairs, persistence, by very definition, has an end goal—one persists toward something. This is a more accurate, advantageous represen-tation of learning, which is, of course, an activity, not a static condition�

17 Kuh, George D., et al. “What Matters to Student Success: A Review of the Literature.” National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success, National Postsecondary Education Cooperative, July 2006, nces.ed.gov/npec/pdf/kuh_team_report.pdf.


VitaNavis and Persistence

Many colleges and universities are reticent to replace retention with persistence because they believe making the switch will be difficult� However, it doesn’t have to be, especially with our assistance� The VitaNavis platform from The Myers-Briggs Company offers precisely the kind of personalized, motivational support your students need, so their advisors can help them define and stick to a course of study�

First, students can take the SuperStrong® assessment to learn more about their interests and how these align with viable career paths� They then explore different avenues and aspects associated with vocational paths, including skills, required education, and job prospects� Essentially, this allows them to choose a major, select courses, and build their resume in reverse, starting from their goal and working backwards� Following the same “resume in reverse” logic, counselors, pro-fessors, and advisors can also use VitaNavis to provide students with personalized advice and custom-tailored academic plans based on students’ unique attributes�

Furthermore, the Student Success Module (powered by the CPI 260® assessment) offers students insights about their approaches to study and advice for improving their academic success based on these qualities� Simply having students take these assess-ments can lead them to be more aware and engaged, improving their capacity to persist through school by seeing them as individuals rather than retention statistics� Since VitaNavis is an individualized solution, it works for a wide diversity of students, not leaving out the groups often ignored by retention-based practices�

Ultimately, VitaNavis is a pivotal starting point for the process of promoting persistence, both for each individual student and the institution as a whole� VitaNavis can help you expertly, effectively navigate the journey from less-than-stellar reten-tion-based strategies to a thriving, persisting campus�

To explore VitaNavis for yourself, sign up for a free trial�

ABOUT THE MYERS-BRIGGS COMPANY

The Myers-Briggs Company offers industry-leading solutions to help you improve organizational performance and address the issues you face—from team building, leadership and coaching, and conflict management to career development, selection, and retention. But it’s our knowledgeable experts who always keep an eye out for ways to help you solve today’s complex organizational issues and anticipate future needs. Perhaps that’s why millions of individuals in more than 100 countries use our highly reliable products each year. They include people at Fortune 500 companies and businesses of all sizes, as well as educators, government agencies, and training and development consultants. For more than 60 years, The Myers-Briggs Company has provided world-renowned brands that include the Myers-Briggs Type Indicator® (MBTI® ), Strong Interest Inventory®, Thomas Kilmann Conflict Mode Instrument (TKI® ), FIRO®, CPI 260®, and California Psychological Inventory™ (CPI™) instruments—and now, the VitaNavis® platform, powered by the SuperStrong® assessment. When it comes to making your organization better, you give it your all—and The Myers-Briggs Company is a partner who will, too.

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