Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Summer 7-12-2022

Abstract

The landscape of higher education has shifted over the last ten years. Student needs have changed. Educational institutions have begun to change the way they conduct business to support student needs more fully including just-in-time communications that are focused and customized to the individual student. Higher education institutions are using text nudges to support student outcomes from enrollment to graduation. This study evaluated the impact of text nudges on retention at a large, urban community college in the southwest region of the United States. The study found a small, negative relationship between the number of text nudges received and fall to spring retention when controlling for other variables. The logistic regression model predicted 24.5% of the variation in the predicted probability of retention. Additionally, the research found a relationship between number of text nudges and retention using cross-tabulation analysis in which students who received more text nudges had higher retention.

Keywords

text messages, behavioral economics, nudging, community college, retention

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Allison M. Borden

Second Committee Member

Arlie Woodrum

Third Committee Member

Terri Flowerday

Fourth Committee Member

Frank Perrone

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