A common finding in the literature is that institutional structures have little to no impact on student engagement and development. I argue that theory suggests peer ability (as measured by selectivity), institutional density, the differentiation of the curriculum, and the research orientation of the institution should all affect student…

A study at the University of Ulster (Northern Ireland) explored student (n=1,456) and faculty (n=357) views on whether course content develops skills that are transferable to work. While faculty and students ascribed equal importance to key generic skills, they differed in the extent to which they believed necessary skills are being developed…

An analysis of student decisions to withdraw from specific courses before assignment of grades but after the "add-drop" period at the University of Minnesota is presented. In a probit model, withdrawals appear to occur randomly, with notable exceptions. Student, class, and teacher characteristics are considered as variables related to…