Submit your written policy proposal. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained thr

Submit your written policy proposal. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained thr
IMPACTS OF THE ADMISSION POLICY 8 Impacts of the Admission Policy Deanna Buchanan Southern New Hampshire University Impacts of the Admission Policy Impacts on enrollment, retention, and degree completion Many universities have interventions to increase their college admission probability for the targeted population. These programs have an enormous impact on high school students who account for the most significant number of enrolment. High school student puts their effort based on different admission policies (Grau, 2018). Students can show this in their college admission test. Therefore, this admission policy seeks to attract more high school students to work hard towards joining the faculty that fosters fair admission. The policy also has the student entry interview provision, which is an interesting part; this is one step in the student entry interview conducted by the faculty admission team (Voigt & Hundrieser, 2008). This strategy aims at growing a student-focused on faculty culture and working with students at an individual level. It is also a chance to gauge students’ learning expectations. One aspect of this interview is asking students if they plan to complete their studies on a full-time or part-time basis. If they plan to partially or fully complete their degree, this is a strategy to help track degree completion based on the students’ ambition stated on their degree commencement. In addition, it will provide the faculty with knowledge on student’s life and career goals for guidance from the admission point. The interview is also part of the admission process that helps identify barriers to retention and completion.  Some universities have used these strategies to ensure student retention and completion. For example, Deakin University has a provision that requires all students who accept commonwealth Supported Place should show if they plan to complete their studies on a full-time or part-time basis. Also, state whether they plan to partially or fully complete their degree. This strategy has helped the university achieve retention a complete success.  Students join higher education institutions with different expectations to gain from it and contribute to their future careers (Grau, 2018). Sometimes this expectation change or a student is dissatisfied with the experience. Therefore, it is important to support students throughout their studies to overcome challenges and complete their studies. An institution should, therefore, develop interventions and strategies that will have a positive impact on student retention and complete success. The faculty will use this admission policy as one intervention to increase student completion. The policy fosters diversity and flexibility. Diversity promotes sharing ideas and a sense of belonging. It also places students first to ensure support, and they feel valued. The policy ensures fair application for all students by encouraging them to apply for as long as they qualify for their course of study (Voigt & Hundrieser, 2008). In addition, the faculty has ensured a team of a well-trained and experienced team to oversee the admission process. It also integrates other members of the university. Therefore, students who qualify to join the faculty will feel like they deserved this opportunity and that they got it through fair processes. The faculty will annually review the admission policy to fit the faculty needs best and ensure successful completion by providing them with all support they need. Administering this policy will also affect the institution’s operations. An increase in enrolment means an increase in the number of student’s affairs to handle. This means the need for more lecturers to offer quality education, more accounting activities, more subordinate staff, and more effort by the school administration to retain these students. The institution will have to develop strategies to meet the needs of all students. These strategies should be supportive to encourage retention and completion. The institution will have to change its campus activities to accommodate all students. Conclusion  Demographic prospects are a dimension that familiarly pressures higher education. Higher education is increasingly becoming a universal aspiration as the number of students across the world is growing, and the amount will continue to increase with projections showing 160 million by 2025 (Gage, 2017). This increasing demographic has far-reaching implications for higher education. In the United States, the demand for higher education will continue to speed up. This means competition for talents between universities. It is, therefore, important for the institution to have policies and procedures to meet this student’s supply.  This admission policy provides a way to attract enrolment by students who qualify for various degrees. The institution needs to adapt to changing demographics because a significant amount of revenue comes from students. Therefore, the admission team must admit students who meet campus budgetary goals and stay at a level that will ensure the institution’s financial stability (Orr et al., 2017). To achieve this, the institution will place the relationship between high school test scores and success in postsecondary education at the forefront of the enrolment process (Higher Education Standards Panel, 2017). This admission policy seeks to increase diversity and inclusion in the faculty. This means there will be diverse demography in the institution. In addition, the number of international students enrolling in the institution will increase. This means the institution will need to adjust some of its policies and procedures to meet the needs of these students.  Successful admission policies and practices should conform to the institutional mission. This is an important step that most institutions cannot address. Some institutions have used this step; for example, the School of Medicine at Stanford University restructured its admission process to emphasize the need for mission-oriented review for each applicant. This means each applicant is assessed based on the institution’s goals and a mission statement (Gage, 2017). The admission model for this school recognizes ethnic and racial diversity important in achieving institutional goals. We develop the admission policy following the institution’s mission, which is to see students’ overall success by providing them with quality and affordable pathways for success. The success of the institution is seen in the retention rate and student completion of their course (Menser, 2015). Administering this policy poses potential changes to the mission of the institution. The purpose will have to change to meet the new number of students and the overall needs of students. The institution will experience increased diversity and international students. Therefore, the mission will change to recognize the value of diversity. It will also identify stakeholders to whom the institution is accountable. It will also involve assessing student applicants on the institution’s mission and goals, for example, categorizing applicants’ skills in a way that reflects institutional, educational purposes. The primary source of funding for the institution is the federal government. The government subsidizes education through tax revenue collected in different levels of administration (OECD, 2017). The federal government funding accounts for 70% in the university. This funding helps guarantee universal access to basic education by reducing the financial contributions of parents to a minimum. Investing in higher education means providing students with the skills and knowledge needed to succeed in the labor market.  The benefits of education investment not only accrue to the student but also to a society that provides the government with a strong economic incentive to invest more public funding of education. Therefore, the impact of this admission policy will be increased enrolment, retention rate, and completion rate. This will ensure the graduation of individuals with knowledge and skills to join the labor market, which provides the government with more incentive to invest more in the university (OECD, 2017). This could increase government funding to 90%. An increase in government funding means more access to higher education for students. In addition, an increase in student’s enrolment means more funding additional funds from the community as tuition fees. The faculty will pool these funds from that will help in running the faculty to offer a conducive environment for completion. Additional funding will come from research and development institutions willing to partner with students in conducting research.  References Gage, C. B. (2017). “Examining Admission Policy Change at a Private, Tuition-Dependent, Baccalaureate Institution in an Urban Setting: A Qualitative Case Study.” Public Access Theses and Dissertations from the College of Education and Human Sciences. 284. http://digitalcommons.unl.edu/cehsdiss/284 Grau, N. (2018). The impact of college admissions policies on the academic effort of high school students. Economics of Education Review, 65, 58-92. Higher Education Standards Panel. (2017). Final report–Improving retention, completion and success in higher education. Menser, N. J. (2015). The perfect formula: Benchmarks that best predict retention in selective admissions programs. Doi: https://digitalcommons.wku.edu/diss/87/ OECD (2017), The Funding of School Education: Connecting Resources and Learning, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264276147-en Orr, D., Usher, A., Haj, C., Atherton, G., & Geanta, I. (2017). Study on the impact of admission systems on higher education outcomes. Final report. Brussels: European Commission. Voigt, L., & Hundrieser, J. (2008). Student success, retention, and graduation: Definitions, theories, practices, patterns, and trends. Noel-Lewitz Retention Codifications.
Submit your written policy proposal. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained thr
Milestone One Author’s Name Institutional Affiliation Course Name Instructor Due Date Milestone One The perspective that I will utilize to direct the admission policy proposal development is ‘Faculty in the Business School.’ I have chosen this perspective because, in any institution, students directly interact with faculty members. Therefore, faculty members are in a prime position to craft policies, which are informed by their interactions with the students. Such plans are likely to cover the needs of both faculty members and students. My level of familiarity with the selected perspective is quite high. The course I have taken has ensured I gain some knowledge of pertinent administrative concepts. More so, as a student, I directly liaise with faculty administrators and know how they operate. Nevertheless, there are certain areas, which I require guidance to ensure I can effectively write a policy based on the selected perspective. For instance, I need expert assistance on how to provide students with pertinent learning materials on a limited institutional budget. Three professionals presently hold positions in institutions, which are similar to the ones in the final project. First, there is the Dean. Second, Director of External Relations and Assistant Professor of Business Administration. Finally, there is the Director of Student Services. I want to learn from these professionals regarding the selected perspectives because their roles cover diverse aspects of the running of a faculty. Winthrop University  P.N. Saksena Dean and Professor of Accounting Email:  [email protected]    Winthrop University  Celeste Tiller Director of External Relations and Assistant Professor of Business Administration Email: [email protected]     Winthrop University Randolph, Gay  Director of Student Services Email: [email protected]   Several trends are likely to emerge from the admissions field. For instance, there are likely to be more enrolments for online degree programs. Considering the rise in online learning due to the COVID-19 pandemic (AACRAO, 2020), more people are likely to show a preference for online degree programs rather than conventional education in physical learning institutions. Another trend is a solution to realizing increased ethnic and racial diversity in learning institutions. Tensions from recent events regarding immigrants and minority groups are likely to lead many institutions to admit people from more diverse groups to portray a good image of themselves. Finally, the NACAC website provides several information sources, which will be helpful to me moving forward. First, there is the “Journal of College Admission” (NACAC, 2020). Second, there is the “Report of the Commission on International Student Recruitment” (NACAC, 2020). These two information sources are credible because the National Association approves them for College Admission Counselling. References AACRAO. (2020). COVID-19 crisis practices. Retrieved from https://www.aacrao.org/resources/covid-19-crisis-practices NACAC. (2020). Publications. Retrieved from https://www.nacacnet.org/news–publications/publications/
Submit your written policy proposal. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained thr
Running Head: MILESTONE THREE 1 Milestone Three Deanna Buchanan Southern New Hampshire University Milestone Three Internal and External Stakeholder Universities rely on public funding, and they must account for activities to the government and broader society. Increasingly, it is a requirement for universities to show more extensive benefits with the value for money (Gonon & Maurer, 2012). Therefore, universities are accountable to their stakeholders. Stakeholders are actors who have an interest in an organization’s performance and who gain or lose from the activities of an organization. Stakeholders can directly or indirectly take part in performing an organization by influencing an organization’s objectives. In higher education, these stakeholders include university staff, students, customers, and partners. It is the responsibility of universities and colleges to meet the needs of various stakeholders. Often, universities seek external stakeholders when public funding decreases, forcing institutions to look for external funding from international and domestic sources (Gonon & Maurer, 2012). Thus, institutions end up having many stakeholders. Quality assurance audits and accreditation institutions consider stakeholder relations. Therefore, it is essential for quality assurance systems to include stakeholder relationships. The admission policy plays an integral role in the success and performance of the university, which depends on the retention and completion outcomes. It is, therefore, essential to identify the stakeholders involved in crafting the policy. The internal stakeholders include faculty members, administrative and support staff. The faculty of business school will play an integral role in the crafting of this policy because the policy is for the admission of students in the business school (Seres et al. 2019). They will actively rely on the system during the admission process. The registrar of the university will help ensure that we align the policy with the overall goal and vision of the university (Gonon & Maurer, 2012). The school board will oversee the crafting of the admission policy. The external stakeholders will include government regulators; Ministry of Education to ensure that the policy follows the ministry’s guidelines. This will help in achieving adherence. Competitor private and public institutions will provide a framework for this policy. Their admission policies will help guide the crafting of the policy. Last, the federal government will fund the entire process and ensure the availability of all necessary resources to craft the policy.  The stakeholder’s relations describe the existence of the institution. These relations are linked with the mission and future success of the institution. A stakeholder helps communicate the strategic plan. Stakeholders mapping identifies the target groups and pulls enough information about them (Kettunen, 2014). Stakeholder power interest grid. Higher Education Professional Perspective According to professional perspectives, there are external impact perspectives that influence policy. These perspectives affect the decision of policymakers. External impact perspectives comprise strategic partners like alumni, media, and student’s union. The university will use media to invite students’ applications. The perspective also includes private people and communities who may be potential and core customers (Gonon & Maurer, 2012). Students seeking to join the university come from these communities and people. Therefore, the admission policy should target all these stakeholders.  According to the professional P.N Saskena from Winthrop University, next year, the incoming freshman class’s most significant issue is uncertainty about how onboarding and the first year will go, since orientations are online, and they are unsure about how courses will be offered during fall 2020 and spring 2021. Also Mr. Saskena advised another issue he foresee is the students making the transition from high school to university, without the benefit of being in the classroom and taking advantage of face-to-face interaction, and Inability to ‘connect’ with faculty, staff, administrators, and campus if we offer remote instruction in the fall. Winthrop University also plans to expand its enrollment next year. Mr. Saskena advised expanding is done in a variety of ways. He stated, they expand by marketing and admissions efforts to communicate the value of a Winthrop education, by hosting students and families as well as K-12 student groups on campus, since that is a significant selling point, by offering state-of-the-art programs and stackable credentials to increase our value proposition, and by expanding our ‘customer’ base through offering an adult completion program, non-credit classes and certificates, and through partnerships with school districts and companies. From the professional’s perspective, the current admission process is fair and equitable for all students. they make sure to benchmark against other institutions that are also known for being fair to all student groups. However, improving the process to make it better would help in the process. To enroll in the school for any program, students need to have completed high school for a degree course. Postgraduate students should come from an accredited university or college. The professional states, that the most important skill a student need to have good communication (written and oral) skills, quantitative skills, time management skills, and a positive outlook. Students with this skill have a higher chance of completing their program. When asked about Transfers it was reported the numbers or transfers have decreased recently, and they are working with partners to work through bottlenecks to increase the number of transfer students. The university does not have any diversity issues because its current admission process has embraced diversity. Mr Saskena stated, they are very proud of the diversity of their student population in the College of Business Administration. In fall 2018, 47% of the students were female, 46% were minorities, 42% were classified as low income, and 31% were first generation college students. Mr. Saskena stated, he finds that students take a while to adjust from high school to university life. And, for many of them, the first semester gets away from them which can have a huge impact on their ability to continue, and/or graduate with a good GPA and relevant experience. He would like to institute a mandatory six-week summer boot camp that helps students experience college life. Students would take for-credit courses that would give them a chance to acclimatize to college life. This is policy shift that the professional would address. Action Plan Stakeholder’s response to this policy is important for the successful adoption and crafting of the policy. An action plan will help increase the response from both internal and external stakeholders. This policy seeks to improve the admission rate in the university while admitted applicants who qualify for a specific area of study through the fair and just process (Higher Education Standards Panel, 2018). The policy seeks to use diversity and inclusion to achieve it. The long-term results will be the successful completion of the study and the increased retention rate. This is beneficial for both the students and the university. To achieve this, the faculty seeks the support and response of all internal and external stakeholders. Using a team of experienced faculty team members will ensure the successful crafting and implementation of the policy.  The university registrar, the media community, government agencies, and the Ministry of Education will form a team to oversee the crafting. Thus, the first step is forming a team comprising members from all stakeholders. This will help ensure the formulation of a policy that meets all requirements by state and federal regulations, the university mission and vision and the needs of all stakeholders. The next step is gaining all the resources. It will involve the faculty team in the admission of students in the school. The government agencies will provide funding and ensure the policy follows the legislations and regulations. The communities are potential customers or applicants. The crafting process will rely on funding from the government and other funding partners within the school (Higher Education Standards Panel, 2018). Communication will be through email and during a formal meeting. The intended completion time of the policy crafting is three months. After the implementation of this policy, there will be a yearly review and updating of the policy to keep it up-to-date. Additional Resources  Crafting and implementing this policy requires resources from both internal and external stakeholders. The additional resources from both internal and external stakeholders include more time for the crafting process. Stakeholders need to dedicate extra hours to complete the process within the targeted time (Kettunen, 2014). Also, there is a need for money for the crafting process. The institution needs to provide the institution guidebook, the terms and conditions, the code of practice manual, and previous admission policies. These resources will help stakeholders in decision making. It will also provide a reference point to ensure the policy follows all the stipulated guidelines. Institutional Impacts It is important to understand when students enroll and exit the institution without credentials when crafting policies and interventions meant to support them complete their degrees or certificate (Coley et al. 2016). This policy seeks to increase enrollment, completion, and retention. Implementing this policy, therefore, will affect institutional operations. The university will have a larger number of students to handle, more funding, more stakeholders, and the need for more interventions to retain students. An increase in enrolment means the number of students will increase in the faculty. Therefore, the faculty members will be tasked with admission, student orientation, need for more teaching staff and more staff to handle the students. This will lead to the need for more funding. The school administrator will oversee the successful admission of the students. The school will need to seek additional funding from the university, which comes from the federal government. Also, the funding will come from the increased number of students. The funding will help in the additional resources needed to cater for the additional students (Coley et al. 2016).  Another impact is the increase in stakeholder responsibility. The community and private people partners will also increase with the increase in retention. These partners will also play a role in funding the institution. More student enrolment means a need for more policies and interventions that will support student retention and complete success. Therefore, the policymakers and decision-makers in the institution will be tasked with crafting and implementing these policies (Higher Education Standards Panel, 2018). The institution might need to hire additional personnel to meet the needs of increased enrolment. Also, it will need to incur additional costs in training staff in ways that foster students’ retention and completion. Therefore, the financing department will be tasked with ways of meeting these costs. To sum up, implementing this policy will affect some institutional operations, but an increase in students’ enrolment, retention and completion are beneficial for the institution. It will improve the institution’s reputation and attract more stakeholders in the long-run. References Coley, C., Coley, T., & Lynch-Holmes, K. (2016). Retention and student success: Implementing strategies that make a difference. White Paper Series: Ellucian. Gonon, P., & Maurer, M. (2012). Educational policy actors as stakeholders in the development of the collective skill system: The case of Switzerland. The political economy of collective skill formation, 126-148. Higher Education Standards Panel. (2018). Improving retention, completion and success in higher education. Kettunen, J. (2014). The stakeholder map in higher education. International Proceedings of Economics Development and Research, 78, 34. Seres, L., Maric, M., Tumbas, P., & Pavlicevic, V. (2019, Nov). University Stakeholder Mapping. International Conference of Education, Research and Innovation. Doi: 10.21125/iceri.2019.2174.
Submit your written policy proposal. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained thr
Running Head: MILESTONE TWO 1 Milestone Two Deanna Buchanan Southern New Hampshire University Milestone Two Policies help in both objective and subjective decision making. However, policies have both intended and unintended effects. Higher institutions of learning have several policies that govern the conduct of students. Admission policies are among these policies. They provide a guideline on a college’s admission procedure and any other information important for a student (Hoare, A., & Johnston, 2011). For milestone two, the goal is to develop a proposed admission policy for student attainment, retention, and completion outcomes for the faculty of business school. Proposed Policy This policy aims at providing an overarching framework for the faculty’s admission policies. It applies to the admission of all students to accredited programs of undergraduate and postgraduate study at the business school. The faculty is committed to consistent, fair, and transparent admission practices. The university’s strategies, code of practice, and policies will underpin this policy. The faculty is committed to equality in education, and the selection of students will be based on individual aptitudes, abilities, and merits. The faculty aims at increasing the diversity of the student population because diversity is socially and educationally desirable in civil society. Also, it enriches the educational experience for all students. Therefore, the faculty seeks to attract students from different cultural, social, and educational backgrounds who show the required skills and abilities to succeed in their field of study (Hoare, A., & Johnston, 2011). We encourage application from all students from under-represented groups in higher education. The school follows the university’s published terms and conditions for all undergraduate and postgraduate studies. Anyone who receives a place to study at the university is to adhere to these terms and conditions. The terms and conditions are a contract between the university and the student.  There is three admission decision; unconditional, conditional, and not accepted (The University of Edinburgh, 2015). The school’s admission staff will make admission decisions. The head of the school ensures these staffs are experienced and qualified. Also, ensure that the university maintains transparent admission procedures. Admission staff undergo regular training on issues admission and should follow university admission policies and procedures. Communication with successful applicants will be through the Admission Office. Success at the business school depends on several factors from academic ability, practical knowledge, and motivation. The goal of the admission process is to identify students with the potential to complete the requirements of each degree successfully. The key objective is the successful completion of programs by students within the time. The school provides a variety of paths for enrolment; online, full-time, part-time, and international students (Hoare, A., & Johnston, 2011). Students may apply to the business school for Fall, Summer, or Spring term. Applicants will get full admission status if they hold a graduate degree in any discipline from any regionally accredited college in the United States or a foreign degree and are in good standing with the institution. We encourage students with special needs or disabled applicants to apply for admission. We will assess their application against the university’s entry requirements as any other application. The applicants will be subject to the same selection process. Any adjustments that are required will be considered after the admission decision has been made (The University of Edinburgh, 2015). If there are safety and health concerns overriding practice requirements, a student will be involved in discussions to find alternative options and programs. The admission committee will annually review the application and admission processes. Intended Outcomes This policy intends to ensure the selection of students who meet the required conditions for the successful completion of their program. This will help ensure the retention of students in the university, which is both beneficial for students and the university. The goal is for student’s development to their potential. The persistence of students to complete their educational purpose is the measure of student success and institutional success (Danielson, 2002). This policy also intends to create a safe physical and psychological environment for all students through equal and fair admission. This will ensure diversity and inclusion in the faculty. The policy will be fairly and consistently applied. The policy works towards regular training and using experienced employees as this will help build the relationship between the students and members of the faculty. This will help in the retention rate of the faculty.  If this policy is not implemented, the institution risks inconsistency in admission because there will be no guidelines on the admission of applicants. Also, there could be biased admission of students, for example, failure to admit a student because he or she is from the minority group. The institution risks a low retention rate without the policy (Voigt & Hundrieser, 2008). The admission policy is one way of ensuring student retention in higher learning institutions. Implementing this policy will lead to the success of the institutional and increased retention rate of students. These will be beneficial for the university and its subsequent admissions.  Mission and vision The mission and vision statement are an important element of any organization. Without a mission statement, an organization risks wasting resources, time, and wandering off. Most learning institutions focus on providing quality learning and teaching to their students. However, institutions use a unique approach to achieve this; for example, some institutions nurture and develop academic excellence while others focus on equipping students with vocational skills (Ozdem, 2011). The mission and vision statement act as a direction and guide for the institution. These two statements complement each other. An organization that lacks a vision statement has a less chance of improving, expanding, or growing since it lacks a logical idea of the direction. It becomes hard to prioritize decisions and resource allocations. Therefore, any approach or decision should move towards achieving the mission and vision statement. Decision-makers and policymakers should use the vision and mission statement as the guide (Ozdem, 2011). The successful policy is one that factors the overall goals, mission, and vision of the institution. This policy has been prepared while considering the code of practice and ethics of the institution. It is also in line with the institution’s mission, which is “Southern New Hampshire University transforms the lives of learners. Our learners’ success defines our success. By relentlessly challenging the status quo and providing the best support in higher education, Southern New Hampshire University expands access to education by creating top-quality, affordable, and innovative pathways to meet the unique needs of every learner” (Southern New Hampshire University, n.d). The institution’s mission aims at the success of students. This policy is set towards the achievement of learners through fair and transparent admissions. It takes to account the needs of every student.   State and Federal Regulations Historically, college admissions at highly selective institutions were based on policies that favored the wealthy and white, blocking access to low-income students of color. One main policy was the legacy preference that remains unchallenged legally. Every student should have access to education in prestigious institutions if they qualify academically without undergoing the cumbersome admission process. Higher education institution is working on conditions to improve student retention rates. They are trying to understand what makes students stay enrolled and focused on their studies. There are federal and state laws and regulations governing colleges and universities in the United States. This means all decisions and policies made in the institution must follow these regulations for them to be effective. This policy took to account some of the federal admission laws. These laws include the Age Discrimination Act of 1975 (Higher Education Compliance Alliance, 2019). This Act prohibits discrimination based on age in admission activities. It also prohibits retaliation for filing a complaint about advocating for a right protected by the Act. Section 504 of The Rehabilitation Act of 1973 prohibits discrimination based on disability in admission, recruitment, placement programs, and academic programs.  References Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Association for Supervision and Curriculum Development (ASCD), 1703 N. Beauregard Street, Alexandria, VA 22311. Higher Education Compliance Alliance. (2019, Oct 22). Compliance Matrix. Retrieved from: https://www.higheredcompliance.org/compliance-matrix/ Hoare, A., & Johnston, R. (2011). Widening participation through admissions policy–a British case study of school and university performance. Studies in Higher Education, 36(1), 21-41. Ozdem, G. (2011, Sep). “An Analysis of the Mission and Vision Statements on the Strategic Plans of Higher Education Institutions.” Educational Sciences: Theory and Practice. Retrieved from: https://www.researchgate.net/publication/297689291_An_Analysis_of_the_Mission_and_Vision_Statements_on_the_Strategic_Plans_of_Higher_Education_Institutions The University of Edinburgh (2015). The University of Edinburgh Admissions Policy. Retrieved from: https://www.ed.ac.uk/files/atoms/files/2015_uoe_admissions_policy_-_final.pdf Voigt, L., & Hundrieser, J. (2008). Student success, retention, and graduation: Definitions, theories, practices, patterns, and trends. Noel-Lewitz Retention Codifications. November, 1, 22. Southern New Hampshire University. (n.d). About SNHU. Retrieved from: https://www.snhu.edu/about-us