Abstract
Thanks to a wealth of research on college student retention, we have today a good understanding of the factors that facilitate student success. However, actions taken to promote student success are far from always effective. The teaching–learning environments differ between institutions and provide, to a greater or lesser extent, the conditions that contribute to student success. The purpose of this case study is to test a method, based on a questionnaire and the use of effect sizes, to establish a “profile” of a particular university department to identify to what extent five conditions for student success (institutional commitment, expectations, support, feedback, and student involvement) contributed to student success in courses given at this department. The practical implications of the profiling method used in the study are discussed.
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