Baker, D.F., & Campbell, C.M. (2005). When is there strength in numbers? A study of undergraduate task groups. College Teaching, 53(1), 14-18.

Undergraduate college students in an advanced math class were videotaped as they worked on three mathematical proofs. Findings indicated that both ability and self-efficacy were needed for group success. Members with high levels of self-efficacy served the group by encouraging others to continue working. Groups tended to use a trial-and-error methodology and was not always effective or efficient. Many group members did not have an accurate perception of their own abilities or the group's performance. Implications for using groups in the classroom are discussed.

Lizzio, A., & Wilson, K. (2005). Self-managed learning groups in higher education: Students' perceptions of process and outcomes. The British Journal of Educational Psychology, 75(3), 373-390.

Background. Self-managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method. Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self-managed learning groups, and how these processes are perceived to influence group outcomes. Sample. Participants were undergraduate psychology students who were members of self-managed learning groups. Method. The first study employed qualitative methods (namely, students' written accounts, interviews, and observation) to study learning groups (N = 180 students) and identify the process domains. In the second study, first and second year students (N = 207) used a questionnaire (based on the domains identified in Study 1) to evaluate the processes and outcomes of their learning groups. Results. Analysis of qualitative data (Study 1) identified seven process domains: task focus, staff support, process learning, environmental fit, managing differences, equity and responsibility, and collaboration and cooperation. Factor analysis of students' responses (Study 2) identified an underlying structure of two process factors: personal responsibility and collaborative climate, and staff support and environmental fit. Both process factors were associated with the self-reported satisfaction and productivity of this group of students. Conclusions. University students' perceptions of the processes of self-managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways.

Bruning, S.D. (2001). Relationship building as retention strategy: Linking relationship attitudes and satisfaction evaluations to behavioral outcomes. Public Relations Review, 28, 39-48.

This article focuses on the development of extensive enrollment management programs in colleges and universities in the U.S. It discusses the role of the student-university relationship attitudes on the retention of college students; significance of public relations activities in building mutually beneficial relations; and discussions regarding relationship-building.

Kuh, G.D. (1999). How are we doing? Tracking the quality of the undergraduate experience: 1960s to present. The Review of Higher Education, 22(2), 99-119.

This paper examines outcomes and student efforts devoted to educationally purposeful activities at different points. While substantial proportions of students make noteworthy progress in intellectual and communication skills, personal and social development, and vocational training, declines occurred in literature, arts, science, and values development. One explanation for the declines is that students on average expend less effort in many areas since the mid-1980s, even though they are getting higher grades.

Astin, A.W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.

From the author of Four Critical Years - a book the Journal of Higher Education called the most cited work in higher education literature - What Matters in College? presents the definitive study of how students change and develop in college and how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences.