Title: Antecedents of student retention: the influence of innovation and quality of teaching in Brazilian universities

Authors: Julio Cesar Ferro De Guimarães; Eliana Andréa Severo; Kleber Cavalcanti Nóbrega; Vilmar Antonio Gonçalves Tondolo

Addresses: Department of Master in Business Administration (PPGA-UNP), Universidade Potiguar (UNP), Engenheiro Roberto Freire, 2184, 59082-902, Natal-RN, Brazil ' Department of Master in Business Administration (PPGA-UNP), Universidade Potiguar (UNP), Engenheiro Roberto Freire, 2184, 59082-902, Natal-RN, Brazil ' Department of Master in Business Administration (PPGA-UNP), Universidade Potiguar (UNP), Engenheiro Roberto Freire, 2184, 59082-902, Natal-RN, Brazil ' Post-Graduate Program in Territorial Development and Agribusiness Systems (PPGDTSA-UFPEL), Federal University of Pelotas (UFPel), Rua Gomes Carneiro, 1, 96010-900, Pelotas-RS, Brazil

Abstract: Innovation in teaching is related to a form of service delivery in which teaching methods contribute to students learning process. Higher education institutions are looking for ways to engage and retain students. In this sense, this study aims to analyse the relationships between innovation in teaching, quality in teaching, organisational commitment and student retention. In order to achieve this goal, a quantitative, descriptive research was carried out with analysis through modelling of structural equations, applied to eight higher education institutions (public and private), in the courses of administration, accounting sciences and production engineering, with participation of 703 students in the southern states of Brazil. Results show that innovation must generate quality, in order to compromise students. This study presents a framework for analysis of innovation in teaching, quality in teaching, organisational commitment and student retention.

Keywords: innovation in teaching; quality in teaching; organisational commitment; OC; student retention; active learning; higher education; structural equation modelling; quantitative research; learning processes; Brazil.

DOI: 10.1504/IJIL.2019.102096

International Journal of Innovation and Learning, 2019 Vol.26 No.3, pp.235 - 255

Received: 13 Sep 2018
Accepted: 23 Oct 2018
Published online: 06 Sep 2019 *

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