The Examination of the Influence of Institutional Factors on Time-to-Degree and Graduation Rates at a Distance Education and Open University presented as the 2008 Association for Institutional Research Conference in Seattle, WH, May 24-28, 2008

Abstract

Past research in higher education focused mainly on traditional institutions. As distance education institutions come of age, attention is now shifting to these institutions. The study uses multiple regression models to examine the extent to which time-to-degree and graduation rates are influenced by institutional factors. The empirical results indicate that institutional factors such as direct instructional expenditures, student services expenditures, credit requirements, program difficulty, degrees type and group delivery mode are significant determinants of time-to-degree and graduation rates. The results can be of considerable value in predicting the institution’s overall effectiveness, as well as in institutional self-analysis and policy-making.