Abstract
Understanding attrition risks specific to online student populations is crucial for the long‐term success of online programs. Online programs allow place‐based working professionals access to education needed for professional development and career advancement. This study was conducted to determine if educational preparation, student characteristics, and internal educational factors could predict the probability of discontinuation from natural resource or environmental science disciplines in online non‐thesis master's programs. The Cox proportional hazards model survival analysis was used to examine longitudinal data from 2017 to 2023 and assess attrition risk over time, examined time as a factor of attrition behavior, and identified predictors of attrition from two online programs. Attrition risks varied between environmental science and master of natural resources online non‐thesis programs. In the natural resource program, a statistically significant relationship was found between student age, gender, race, degree background, undergraduate grade point average, cumulative grade point average, and time between degrees. A total of 70% of discontinued students did so within the first three terms, indicating the highest risk of attrition occurred early in both programs. Different attrition risks between programs warrant further examination to provide meaningful support specific to students’ needs.
Most discontinuations for online non‐thesis master's occurred within the first two semesters. Decreased time between degrees was associated with higher attrition risk. Attrition risks vary among similar online non‐thesis programs, indicating program‐specific retention factors. Institutional data inadequately explain early persistence in online graduate programs. Further research on early experiences, orientations, and student perspectives is crucial for improving retention.
Online graduate student attrition in non‐thesis programs in natural resources and environmental sciences is not well understood. This research used longitudinal data to better understand attrition risks in online master's programs. Survival analysis was used to explore how institutional data pertaining to educational preparation, student characteristics, and educational behaviors could be used to predict attrition risk between two similar online non‐thesis graduate programs. Key findings included attrition risks varied between programs, most students who left did so within the first two terms, and that institutional data alone cannot fully explain early persistence decisions. The results show the need to study early experiences, orientations, and student perspectives to help improve retention. Educating professionals in natural resources and environmental science is essential for managing resources and ensuring a healthy environment to support life.