ECO82001 Economics & Quantitative Analysis

Statistical analysis of Economics data and report

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Abstract

The purpose of the present study is to examine the association between the retention and

graduation rate in 29 online colleges in the United States and how it is associated with online

studies. There are a number of drivers of change in higher education today, which includes

technology, globalization, changing demographics, economy, changing employer needs,

increased demand for accountability, changing student expectations, etc. ((Filthy, Luce, &

Smith, 2010) and (Goldstein, 2006)). The impact of any one of these drivers is significant and

in total is transformative. Thus, in this regard, many researchers agreed that online learning is

the disruptive innovation in higher education today (Christensen & Eyring, 2011). A disruptive

innovation is one that allows a simple, affordable, and accessible product to replace a product

that is complex, expensive and inaccessible, even if the initial quality of the new product is

inferior. Distance education has undergone a substantial transformation from its origins in

independent or correspondence and this transformation has been best described by the

establishment and growth of more than 50 open universities since 1970s (Altbach, Philip, &

Jane, 2007). Open universities may be viewed, from many respects, as forerunners in tackling

the challenges that now confront higher education systems worldwide (Anderson & Terry,

2005).