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Findings show uneven attention across themes: post-college performance receives more emphasis, while educational attainment and student engagement lag. The article synthesizes scholarly concerns supported by diverse evidence, including graduate underemployment, limited professorial presence, underuse of Canadian PhD graduates, skill measurement debates, and limited datasets on persistence.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Recommendations for the Future  \nAbstract  \nThis article explores the student success literature published within the Canadian Journal of Higher Education (CJHE) over the last fifty years. Sixty articles were thematically organized into seven component measures of student success to present consistent themes that have persisted within the CJHE from inception in 1971 to 2020. Analysis demonstrates that there has been a disproportionate interest in some aspects of student success such as post-college performance, while other areas such as educational attainment and student engagement have lagged considerably behind in focus. Scholars have presented ongoing concerns supported by a wide range of data regarding the underemployment of graduates from Arts and Humanities, the sparse professorial landscape and the underutilization of Canadian PhD graduates in the workforce, debate on student competence and skill measurement, and the lack of large data sets on student persistence. Results suggest that a continuous effort is required to understand and support student success in a variety of formats—both within the academy and out in the workforce. Thus, this article concludes with a discussion and recommendations for future research avenues in the field of academic success and various subfields that may be of interest to higher education scholars and those who support student success.  \nKeywords: student success, higher education, post-secondary outcomes, literature review, Canada  \nRésumé  \nCet article explore la littérature sur la réussite étudiante publiée dans la Revue canadienne d’enseignement supérieur (RCES) au cours des cinquante dernières années. Soixante articles ont été classés par thème selon sept composantes de la réussite étudiante afin de présenter des thèmes cohérents qui ont persisté dans la RCES depuis sa création en 1971 et jusqu’en 2020. Cette catégorisation démontre qu’il y a eu un intérêt disproportionné pour les aspects de la réussite des étudiants tels que la performance après les études, alors que d’autres domaines tels que le niveau d’éducation et l’engagement étudiant sont restés considérablement en retrait. Les chercheurs ont présenté des préoccupations constantes, appuyées par un large éventail de données, concernant le sous-emploi des diplômés en arts et en sciences humaines; la rareté des postes de professeur et la sous-utilisation des diplômés canadiens du doctorat; le débat sur la mesure des compétences et des aptitudes des étudiants; et le manque de grands ensembles de données sur la persévérance des étudiants. Les résultats suggèrent qu’un effort continu est nécessaire pour comprendre et soutenir la réussite étudiante dans une variété de formats, à l’intérieuret à l’extérieur de l’université . Ainsi, cet article se termine par une discussion sur des pistes de recherche dans le domaine dela réussite universitaire qui pourraient intéresser les chercheurs en enseignement supérieur.  \nMots-clés : réussite étudiante, enseignement supérieur, résultats des études postsecondaires, revue de la littérature, Canada  \nIntroduction  \nThe study of success in any field presents numerous challenges as simply defining the concept can vary from  \nthe societal to the individual level. Within post-secondary education, understanding and fostering the success of our students is of critical importance, as the complexities of the social, cultural, economic, and political landscapes  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 51:3 (2021)   \noften require some form of post-secondary education for individuals to be successful. Unsurprisingly, the study of student success is vastly complex and multidimensional, as there are various components one may explore when attempting to measure such a subjective term.  \nThere are many avenues of exploration when seeking to grasp the concept of student success","cbCaik411QtyBfdb","https://ap.wps.com/l/cbCaik411QtyBfdb","pdf",221616,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What is the scope of the literature reviewed in the study?\",\"answer\":\"The study examines student success literature published in the Canadian Journal of Higher Education (CJHE) over the last fifty years.\"},{\"question\":\"How are the reviewed articles organized?\",\"answer\":\"Sixty articles are thematically organized into seven component measures of student success to identify consistent themes from 1971 to 2020.\"},{\"question\":\"What imbalance in student success topics does the analysis report?\",\"answer\":\"The analysis finds disproportionate interest in areas like post-college performance, while topics such as educational attainment and student engagement receive less focus.\"}]","An Examination of Student Success within Canadian Higher Education - Fifty Years of Findings and Recommendations for the Future | PDF",1792084058]