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Background: Chief Executive Officer's (CEO) are integral leaders of health care organisation. Over the last two decades in United States (US) hospitals, it has been noted that CEO turnover rates are increasing, and it was reported that the CEO turnover rates have augmented from 14% in 2008 to 18% in 2017 in the private sector. In Australia, it was discovered that during two years, 41 executives had 18 distinct positions. It has been highlighted that the increasing CEO turnover is a major issue for Australian and international health care organisations. Some of the negative consequences of CEO turnover include organisational instability, high financial costs, loss of human capital and adverse effects on staff morale and patient care. Objective: Our scoping review aimed to map and summarise the evidence associated with CEO turnovers in both health and non-health setting, and answer the following questions: 1. What are the reasons for CEO departure?, 2. What are the strategies to minimise CEO turnover? Results: A protocol explaining the objectives, inclusion criteria and methods for this scoping review were specified in advance and published. This scoping review included 17 studies (13 health and 4 non-health setting) published over a 31-year period that investigated and described the increasing CEO turnover rates. All 17 studies identified causes of CEO turnover along with certain studies identifying facilitators of CEO retention. We classified CEO's departure reasons into three major themes: organizational, performance, and personal. Organisational factors include CEO departures due to issues within the organisation, performance factors include issues with CEO's work and personal factors captures personal reasons for CEO's leaving their job. Conclusion: CEOs are under immense pressure to deliver good results and drive growth while satisfying the interests of internal and external stakeholders. There are various reasons for CEO's departure however the most common factor identified is organisational. Contribution of paper statement: What is already known Causes and consequences of CEO turnover in both health and non-health settings. What this paper adds Three main factors associated with CEO turnover such as organisational, performance and personal factors. [ABSTRACT FROM AUTHOR]

Women in STEM study and work in male-dominated environments with cultures based on masculine values and white male primacy. STEM women strain to conform to these cultures, and any failure to properly advance is often blamed on them. The struggles these women face and the impact on their psychological well-being and professional STEM lives remain mostly untold. The Global Women in STEM Leadership Summit (GWiS) is a multigenerational, multi-sector conference that, among other things, empowers women in STEM to explore and articulate their struggles in male-dominated study and work cultures, to discuss how these experiences hinder their progress and affect their well-being, and to recognize their unique contributions. This paper leverages data collected at the 2019 GWiS to (1) expose, amplify, validate and elevate the severely underrepresented female identity and perspective in STEM, (2) reveal struggles women in STEM face and uncover underlying root causes in male practices that hinder women in STEM, and (3) illustrate the value of counterspaces, such as GWiS, in validating women's identities and perspectives, creating empowering experiences, and countering negative feelings. If widely implemented, this shift in perspective is the first step toward dismantling one-sided systems and co-creating more balanced work environments that benefit all. [ABSTRACT FROM AUTHOR]

Between the 1950s and 1980s, U.S. space sector activities were government-driven, government-sponsored, government-managed, and assisted by the industry-sector. Awareness of non-governmental space activities originated in the 1980s and gained prominence in the early 2000s with the founding of well-funded private companies. This paper takes an organizational evolution perspective to refine what is meant by "commercial" space markets and activities and compares the results to previous discussions offered by space community authors. From an organization theory perspective, the three primary forces of the evolution change model (variation, selection, and retention) provide a framework for renewed commercial space activity discussions. Together, the strength of these three forces can indicate how "commercial" a market is. Two case examples are presented to illustrate application of this framework: the U.S. space race era activities during the 1960s, and the current space tourism market. Despite competitions for various contracts awarded to industry-sector firms, the Apollo program was clearly government-driven, and was not "commercial" to any significant extent. The current space tourism market is clearly considered "commercial," but with qualifications. Conclusions from this review include the appropriate levels of analysis to discuss space market characteristics, a comparative analysis of the "commercial" activities of the U.S. space race era and the current space tourism, the inference of proxies for estimating the strength of the three evolution model forces, and a caution about the accuracy of "commercial" market forecasts. • This paper uses an evolution change mechanism lens to estimate the degree that space sectors are considered "commercial". • Identification of appropriate levels of analysis for discussion of commercial space markets. • Comparison of space race era activities in the United States and current space tourism activities. • U.S. space race activities are best characterized by the teleologic change motor. • Current space tourism activities are best characterized by the evolution (variation, selection, retention) change motor. • Prior studies of "commercial" space activities are reviewed in the context of the evolution organization change mechanism. • Inference of independent variables to estimate evolution model force strength. [ABSTRACT FROM AUTHOR]

Improvement in undergraduate retention and progression is a priority at many US postsecondary institutions. A number of institutions address this issue by identifying gateway courses (foundational courses in which a large number of students fail or withdraw) and concentrating on "fixing" them. This paper argues that may not be the best use of limited resources. No matter what we do, there will always be courses with too many students receiving grades of D, F and W simply because of the nature of their content and the preparation of the students who must take them. Our research suggests that student type and academic stage affect student success and that gateway courses (courses which block student progression) can be found at all undergraduate levels. Specifically, we have found that one can use binary logistic regression with student type, academic stage, cumulative GPA, and prior withdrawals as predictor variables to predict success in undergraduate courses at our institution. Moreover, relating predictions to observed DFW rates can highlight courses exceeding expectations, as well as those which fail to meet them, to support a more nuanced understanding of where and what attention is needed. In this paper, we describe our "gap analysis" procedure and illustrate the utility of such approach by examining issues surrounding success in online courses at our institution. [ABSTRACT FROM AUTHOR]

This paper discusses an all-encompassing approach to increase the number of students in engineering through innovative outreach, recruiting, and retention programs. Prior to adopting these programs, the School of Electrical and Computer Engineering (ECE) at the University of Oklahoma (OU), Norman, experienced a reduction in engineering enrollment similar to the trend that has occurred across the U.S. over the last few years. As a result, the school investigated the key factors that influence selection of engineering as a career path and initiated a corrective program to reverse this trend. The program involves focusing on the present through retention, on the immediate future through recruiting, and on the distant future through outreach. The focus of all of these programs is to mobilize the OU-ECE faculty and student body to present advanced engineering technologies, innovative demonstrations, and hands-on activities at a level that the individual student can understand and appreciate. Student surveys and interviews are used to assess the program qualitatively, and OU-ECE enrollment numbers are used as a quantitative assessment. [ABSTRACT FROM PUBLISHER]

Electrical engineering (EE) is one of the largest engineering disciplines. Computer engineering (CpE) has a similar curriculum, but different demographics and student outcomes. Using a dataset from universities in the U.S. that includes over 70\,000 students who majored in engineering, this paper describes the outcomes for students matriculating in and migrating into EE and CpE so as to inform the decision making of faculty, department heads, and deans. Although men consistently outnumber women in EE and CpE, the rates of matriculation and six-year graduation vary by race and gender. EE is the most popular choice for Asian and Black students (males and females) at matriculation, but while Asians graduate at high rates, Blacks (particularly males) are not retained. Retention is higher in EE than in CpE despite the similarity of the curricula. Graduation rates are lower than expected for women of all races in CpE and for Hispanic women in EE. By the third semester, some students of all races and genders have left their matriculation major, but others have migrated in from other majors, compensating for some of this loss. CpE students are more likely than EE students to switch to another major. Trajectories of EE and CpE students are racialized and distinct. CpE loses more students and attracts fewer students than EE. These findings illustrate the importance of disaggregating by engineering major as well as race and gender to improve recruitment and retention overall. [ABSTRACT FROM AUTHOR]

HEALTHY was a 3-year middle school-based primary prevention trial to reduce modifiable risk factors for type 2 diabetes in youth. The study was conducted at seven centers across the country. This paper describes the recruitment and retention activities employed in the study. Schools and students were the focus of recruitment and retention. Each center was responsible for the recruitment of six schools; eligibility was based on ability to enroll a sufficient number of predominately minority and lower socioeconomic status students. Study staff met with district superintendents and school principals to verify the eligibility of schools, and to ascertain how appropriate the school would be for conducting the trial. Sixth grade students were recruited employing a variety of techniques; students and their parents did not know whether their school was randomized to the intervention or control arm. This cohort was followed through sixth, seventh and eighth grades. In the eighth grade, an additional sample of students who were not originally enrolled in the study was recruited in a similar manner to participate in data collection to allow for cross-sectional and dose-response secondary analyses. Parents signed informed consent forms and children signed informed assent forms, as per the needs of the local Institutional Review Board. Parents received a letter describing the results of the health screening for their children after data collection in sixth and eighth grades. Retention of schools and students was critical for the success of the study and was encouraged through the use of financial incentives and other strategies. To a large extent, student withdrawal due to out-migration (transfer and geographical relocation) was beyond the ability of the study to control. A multi-level approach that proactively addressed school and parent concerns was crucial for the success of recruitment and retention in the HEALTHY study.International Journal of Obesity (2009) 33, S21–S28; doi:10.1038/ijo.2009.113 [ABSTRACT FROM AUTHOR]

The aim of this paper was to study the restraint kinetic of N-NO3 on a sandy soil sampled from Caracal-Olt area. The kinetic study aimed to establish the interdependences between ion exchange-sorption global process and the main factors that influence the retention process on sandy soil granule level, N- NO3 concentration and N- NO3 soil load. Theoretical studies present in the speciality literature lead to various kinetic models able to give a satisfactory answer for samples regarding dependence between rate determinative stage of ion exchange process and process parameters. The problem becomes complicate when it is necessary to describe mathematically mutual influence of different elementary stages, solving this kind of problems being impossible with the existing models. In this paper it was presented a methodology by which ion exchange process rate is expressed only based on experimental results, that aren't influenced by changes of ion exchange mechanism during process. The present paper initiates a new perspective in problem approach by offering a new graphical presentation of the experimental data (kinetical maps), after achievieng a proper experiments time table. [ABSTRACT FROM AUTHOR]

Although colleges in the United States have become increasingly racially and ethnically diverse, degree attainment remains disproportionately low among students from underrepresented and minoritized racial backgrounds. In this paper, we discuss the interactive influence of both person and environment factors in shaping academic persistence and argue that college administrators, faculty, and student support staff can intervene and take specific steps to improve the academic experience of racially minoritized college students. To this end, we offer specific evidence-based recommendations for campus leaders and stakeholders on how to adapt their campus community to facilitate the requisite person–environment fit to maximize academic persistence. [ABSTRACT FROM AUTHOR]

Background: Workforce diversity is a key strategy to improve treatment engagement among members of racial and ethnic minority groups. In this study, we seek to determine whether workforce diversity plays a role in reducing racial and ethnic differences in wait time to treatment entry and retention in different types of opioid use disorder treatment programs.Methods: We conducted comparative and predictive analysis in a subsample of outpatient opioid treatment programs (OTPs), who completed access and retention survey questions in four waves of the National Drug Abuse Treatment System Survey (162 OTPs in 2000, 173 OTPs in 2005, 282 OTPs in 2014, and 300 OTPs in 2017). We sought to assess the associations between workforce diversity on wait time and retention, accounting for the role of Medicaid expansion and the moderating role of program ownership type (i.e., public, non-profit, for-profit) among OTPs located across the United States.Results: We found significant differences in wait time to treatment entry and retention in treatment across waves. Average number of waiting days decreased in 2014 and 2017; post Medicaid expansion per the Affordable Care Act, while retention rates varied across years. Key findings show that programs with high diversity, measured by higher percent of African American staff and a higher percent of African American clients, were associated with longer wait times to enter treatment, compared to low diversity programs. Programs with higher percent of Latino staff and a higher percent of Latino clients were associated with lower retention in treatment compared with low diversity programs. However, program ownership type (public, non-profit and for-profit) played a moderating role. Public programs with higher percent of African American staff were associated with lower wait time, while non-profit programs with higher percent of Latino staff were related to higher retention.Conclusions: Findings show decreases in wait time over the years with significant variation in retention during the same period. Concordance in high workforce and client diversity was associated with higher wait time and lower retention. But these relations inverted (low wait time and high retention) in public and non-profit programs with high staff diversity. Findings have implications for building resources and service capacity among OTPs that serve a higher proportion of minority clients. [ABSTRACT FROM AUTHOR]

The United States' blood supply chain is experiencing market decline due to recent innovations in surgical practice, transfusion management, and hospital policy. These innovations strain US blood centers, resulting in cuts to surge capacities, consolidation, and reduced funding for research and outreach programs. In this study, we use data from a regional blood center to explore the application of contemporary machine learning algorithms for modeling donor retention. Such predictive models of donor retention can be used to design more cost effective donor outreach programs. Using data from a large US blood center paired with random forest classifiers, we are able to build a model of donor retention with a Mathews correlation of coefficient of 0.851. [ABSTRACT FROM AUTHOR]

The dramatic lack of diversity within science, technology, engineering, and mathematics (STEM) higher-education graduates is a serious issue facing the future of the STEM workforce. Colleges and universities are attempting to fix this disparity through targeted intervention programs aimed at increasing the persistence and retention of low-income, first-generation, and underrepresented (UR) students in STEM. A comprehensive synthesis of adopted strategies and analysis of their effectiveness is lacking. We conducted a systematic multiple-studies review, considering 31 empirical articles published between 2005 and 2020 that shared the outcomes of intentional intervention programs in place across the United States. We uncovered essential characteristics of successful programs and highlighted the top 10 critical program components to consider. These can be used to guide the development and execution of future programs' support systems and interventions. This is a relatively new area of research, with most programs just in the earliest stages of implementation. It is essential to continue to follow the data on the outcomes of these programs, particularly their longitudinal impacts on the diversification of the STEM workforce, to be able to implement effective evidence-based practices. [ABSTRACT FROM AUTHOR]

The mathematics community in the U.S. has become concerned about the state of doctoral education, including concerns about high attrition rates and the small numbers of women and students from some racial and ethnic groups. This paper proposes a model of doctoral student persistence and attrition, in which student participation in the life of the department and discipline lead to increased student integration, which is crucial for students' success. Ten faculty members and eighteen graduate students were interviewed about their interests, conceptions, and experiences within mathematics, in a case study of one mathematics department. In this department, students experienced four types of obstacles to their participation: obstacles stemming from the program structure, obstacles to participation in class, obstacles to participating with faculty outside of class, and obstacles stemming from faculty beliefs about teaching and learning. Implications for the retention of mathematics doctoral students are discussed. [ABSTRACT FROM AUTHOR]

Background: Business literature has demonstrated the importance of networking and connections in career advancement. This is a little-studied area in academic medicine.Objective: To examine predictors of intra-organizational connections, as measured by network reach (the number of first- and second-degree coauthors), and their association with probability of promotion and attrition.Design: Prospective cohort study between 2008 and 2012.Setting: Academic medical center.Participants: A total of 5787 Harvard Medical School (HMS) faculty with a rank of assistant professor or full-time instructor as of January 1, 2008.Main Measures: Using negative binomial models, multivariable-adjusted predictors of continuous network reach were assessed according to rank. Poisson regression was used to compute relative risk (RR) and 95 % confidence intervals (CI) for the association between network reach (in four categories) and two outcomes: promotion or attrition. Models were adjusted for demographic, professional and productivity metrics.Key Results: Network reach was positively associated with number of first-, last- and middle-author publications and h-index. Among assistant professors, men and whites had greater network reach than women and underrepresented minorities (p < 0.001). Compared to those in the lowest category of network reach in 2008, instructors in the highest category were three times as likely to have been promoted to assistant professor by 2012 (RR: 3.16, 95 % CI: 2.60, 3.86; p-trend <0.001) after adjustment for covariates. Network reach was positively associated with promotion from assistant to associate professor (RR: 1.82, 95 % CI: 1.32, 2.50; p-trend <0.001). Those in the highest category of network reach in 2008 were 17 % less likely to have left HMS by 2012 (RR: 0.83, 95 % CI 0.70, 0.98) compared to those in the lowest category.Conclusions: These results demonstrate that coauthor network metrics can provide useful information for understanding faculty advancement and retention in academic medicine. They can and should be investigated at other institutions. [ABSTRACT FROM AUTHOR]

Retaining people living with HIV (PLWH) in clinical care is a global priority to end the HIV epidemic. Community pharmacies in the United States have structural influences on the success or failure of retention in HIV care by supporting patients' complex needs. However, to date, barriers to retention in care in the community pharmacy setting have not been examined beyond pharmacy services of medication therapy management. We utilized the patient-centered medical home model to examine the barriers to HIV care in the community pharmacy setting. We utilized semi-structured interviews to collect data from 15 participants: five PLWH, five community pharmacists, and five social workers from a midwestern state. Interview data were transcribed and analyzed using directed content analysis. Four key themes emerged regarding the barriers that impact utilization of community pharmacy services by PLWH: the perception of the role of community pharmacists in HIV care, perceptions of pharmacists' HIV knowledge, perceptions of pharmacy operation and services, and negative experiences within the community pharmacy space. Participants' perceptions of solutions for improving HIV care in the community pharmacy focused on improving the relationship between pharmacists and patients, ensuring that the community pharmacy is a private and safe space for patients, and having a diverse pharmacy staff that is equipped to take care of the diverse and marginalized HIV population, such as transgender people. [ABSTRACT FROM AUTHOR]

How many students repeat a grade each year? How do retention rates vary across states and over time? Despite extensive research on the predictors and consequences of grade retention, there is no systematic way to quantify state-level retention rates; even national estimates rely on imperfect proxy measures. We present a conceptually simple method—based on publicly available data that are routinely collected each year—that describes retention rates at the state and national levels. After describing and validating this method, we use it to report first- through eighth-grade public school retention rates for 2002–2003 through 2008–2009 for the entire country and for each state. [ABSTRACT FROM PUBLISHER]

Increasing college degree attainment for students from disadvantaged backgrounds is a prominent component of numerous state and federal legislation focused on higher education. In 1999, the National Science Foundation (NSF) instituted the 'Computer Science, Engineering, and Mathematics Scholarships' (CSEMS) program; this initiative was designed to provide greater access and support to academically talented students from economically disadvantaged backgrounds. Originally intended to provide financial support to lower income students, this NSF program also advocated that additional professional development and advising would be strategies to increase undergraduate persistence to graduation. This innovative program for economically disadvantaged students was extended in 2004 to include students from other disciplines including the physical and life sciences as well as the technology fields, and the new name of the program was Scholarships for Science, Technology, Engineering and Mathematics (S-STEM). The implementation of these two programs in Louisiana State University (LSU) has shown significant and measurable success since 2000, making LSU a Model University in providing support to economically disadvantaged students within the STEM disciplines. The achievement of these programs is evidenced by the graduation rates of its participants. This report provides details on the educational model employed through the CSEMS/S-STEM projects at LSU and provides a path to success for increasing student retention rates in STEM disciplines. While the LSU's experience is presented as a case study, the potential relevance of this innovative mentoring program in conjunction with the financial support system is discussed in detail. [ABSTRACT FROM AUTHOR]

Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students' retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market's effect on doctoral student retention and neglect the longitudinal nature of doctoral study and the multiple requirements that make doctoral education a three-stage process. This research study examines the effect of various factors, including financial aid and labor market conditions, on the likelihood that doctoral students will complete the three stages of doctoral education: transition, development, and research. The results show that although financial aid as a whole is important, the type of financial aid received is even more significant and has differential impacts on doctoral students' retention at each stage. The study concludes that research assistantships have the highest likelihood of degree completion compared to students with other forms of financial support. Labor market conditions are also an important factor affecting doctoral student retention with higher expected earnings motivating doctoral students in the later part of their programs to complete their degrees. [ABSTRACT FROM AUTHOR]

In the past two decades, although access to higher education for American students has improved, student persistence in 4-year institutions is far from assured. There have been a number of research studies on student persistence/dropout in higher education, but most have focused on the characteristics and behavior of students as illustrated by the 'student-centered research tradition'. This study focuses on what institutional characteristics contribute to conditions that reduce student dropout risks. By analyzing longitudinal and hierarchical data, this research proposes and tests a multilevel event history model that identifies the major institutional attributes related to student dropout risk in a longitudinal process. Evidence indicates that institutional expenditure on student services is negatively associated with student dropout behavior. Implications of the results for institutional practices and future research are discussed. [ABSTRACT FROM AUTHOR]

This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers’ perceptions of the school administration has by far the greatest influence on teacher retention decisions. This effect of administration is consistent for first-year teachers and the full sample of teachers and is confirmed by a survey of teachers who have recently left teaching. [ABSTRACT FROM PUBLISHER]

Drawing on social identity theory, the present article examines the extent to which soldier identification with the small unit is related to outcomes having increased importance to reserve military service. Measures of social identity have stronger associations with unit membership, whereas measures of personal identity do not. Soldiers' reports of positive experiences when first entering the unit are more strongly and positively related to measures of social identity than to measures of personal identity. Measures of social identity show positive relationships with group-relevant outcomes, such as commitment to the unit and perceived readiness of the unit and fellow soldiers. Measures of personal identity show positive relationships with individually relevant outcomes, such as reporting for duty for contractual reasons and letting their families down and perceived personal readiness for combat. Results imply improving specific small-unit relations and developing abstract beliefs to increase reservists' perceived readiness and commitment to their part-time military service. [ABSTRACT FROM AUTHOR]

This article summarizes results from a child care survey of military families conducted by the RAND Corporation in 2004 and draws policy implications for the military child care system. The article describes the military child care system, discusses the policy objectives of the system, and summarizes survey results that clarify the degree to which the Department of Defense is meeting its child care goals. The authors find evidence that despite its high quality, the military child care system fails to optimize readiness and retention of military members because these goals do not drive system policies or operations. The article offers suggestions for improving system outcomes. [ABSTRACT FROM AUTHOR]

The U.S. federal government is increasingly civilianizing the military as a manpower-management strategy. Effects of this policy are not well understood. Data from a case study of civilian mariners integrated with sailors on a U.S. Navy ship were analyzed to determine the effects of social comparisons on each group's job satisfaction, organizational commitment, and intentions to remain with their current employer. Results indicate both sailors and civilian mariners view sailors as less advantaged compared to their civilian peers. The effect of these social comparisons on each group's satisfaction, commitment, and retention attitudes was mixed, having a significant negative impact for sailors but not for civilian mariners. These results identify an unintended negative consequence of the decision to integrate civilian and military personnel in an operational unit. The way civilian mariners were integrated is discussed as a possible reason for the differential effect of social comparisons between the two groups. [ABSTRACT FROM AUTHOR]

This article, based on a larger, autoethnographic qualitative research project, focuses on the first-hand experiences of 27 faculty of color teaching in predominantly White colleges and universities. The 27 faculty represented a variety of institutions, disciplines, academic titles, and ranks. They identified themselves as African American, American Indian, Asian, Asian American, Latina/o, Native Pacific Islander, and South African. This article reports on the predominant themes of the narratives shared by these faculty of color: teaching, mentoring, collegiality, identity, service, and racism. These themes, consonant with findings from the research literature, can be used to offer suggestions and recommendations for the recruitment and retention of faculty of color in higher education. [ABSTRACT FROM AUTHOR]

This article, based on a longitudinal interview study of 50 new teachers in Massachusetts, presents respondents' reasons for staying in their schools, moving to new schools, or leaving public school teaching within their first 3 years of teaching. Although the respondents' prior career orientations, financial situations, and preparation played a role in their career decisions, their experiences at the school sites were central in influencing their decisions. Teachers who felt successful with students and whose schools were organized to support them in their teaching--providing collegial interaction, opportunities for growth, appropriate assignments, adequate resources, and schoolwide structures supporting student learning--were more likely to stay in their schools, and in teaching, than teachers whose whose schools were not so organized. [ABSTRACT FROM AUTHOR]