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2015-09-25T19:53:05Z 2015-09-25T19:53:05Z 10000-01-01 Ward, James G. Perkins, Mary Elizabeth 2002 2002 As noted by the college's personnel, there were several implications for these findings: (a) the college needed to develop a written late registration policy and work with its faculty so that the policy was consistently implemented, (b) a faculty academic advising model may assist the college in dealing with the tremendous backlog of students trying to see an advisor prior to each semester, which some felt attributes to student's delay in enrollment, and (c) the addition of late starting and more flexible scheduling options would benefit late starting students and the institution. The researcher also noted several key conclusions, which included the importance of outlining the institutional context for interpreting the study's findings, more research is needed in order to ascertain the true relationships between late registration and academic outcomes, and the need for analysis of the impact additional community colleges policies have on student success. Implications for future research are also noted. Made available in DSpace on 2015-09-25T19:53:05Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3070413.pdf: 5886247 bytes, checksum: f2134d84697bf392c396f26333ba055c (MD5) Previous issue date: 2002 Embargo set by: Seth Robbins for item 80984 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 117 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2002. http://hdl.handle.net/2142/79702 (MiAaPQ)AAI3070413 eng Education, Higher Late Registration Policy and Implications for Student Success at a Single Community College text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.