Organizational Effects on First-Year Students' Academic Outcomes at a New Public Research University

Abstract

The relationship between organizational behavior and student outcomes has been understudied, especially in less selective public research universities and among students from underrepresented populations. This study draws on Berger and Milem's (2000) framework to examine the relationship between student entry characteristics, organizational behavior, student experiences, and two early academic outcomes (GPA and academic development) for first-year students enrolled in a new public research university. Student entry characteristics were most strongly associated with GPA, while organizational characteristics and student experiences were most strongly associated with academic development, a measure of students' perceptions of the extent to which the institution contributed to gains in their academic skills. Institutional emphases on academic and social engagement were found to be positively associated with academic development.