Advanced by Tinto (1975, 1993), student persistence theories that include integration theory cite social and academic integration as factors that determine persistence and integration among students in higher learning. Tinto used both social and academic integration as vital elements in enhancing student retention in institutions of higher learning (Chrysikos, Ahmed & Ward, 2017) . Therefore, many researchers agree that the Tinto’s student integration approach is essential in providing an opportunity to scrutinize retention.
Imperatively, these theories demonstrate that learning on higher education is affected by the ability of the institutions to foster an academic as well as a socially integrated environment that allows students to remain on campus and complete their courses (Davidson & Wilson, 2013). These theoretical perspectives demonstrate that retention is a key performance indicator in attaining quality assurance processes in universities. Through increased retention, students identify their academic goals and commitments (Chrysikos et al., 2017) . Therefore, attaining higher retention rates in universities is a critical component of assessing the quality performance of not just students in different departments but also the faculty as well as the institution’s overall goals in its academic programs.
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Based on this understanding, higher education students require support services in many areas that include understanding the institution’s faculty, language support, and effective integration in the institution’s community. The need to create social integrative strategies will increase along my academic journey with the aim of increasing students’ retention in my faculty. In addition, through this framework I will build community and supportive relationships with peers through effective collaboration in research and generating solutions that tackle critical issues that limit interactions between students and faculty and among themselves.
I will be a steward in this profession by using my skills, knowledge and opportunities attributed with the attainment of this doctoral degree by pursuing avenues that will enhance integration of students socially and economically in their campus environment.
References
Chrysikos, A., Ahmed, E, & Ward, R. (2017). "Analysis of Tinto’s student integration
theory in first-year undergraduate computing students of a UK higher education institution", International Journal of Comparative Education and Development , Vol. 19 Issue: 2/3, pp.97-121,
Davidson, C. & Wilson, K. (2013). Reassessing Tinto's Concepts of Social and Academic
Integration in Student Retention. Journal of College Student Retention: Research, Theory & Practice.
