Institutionalization and Initial Outcomes of Convergence Education in Higher Education: A Case Study of the Selective Mandatory Completion System at University A

Key Points

• Investigate the institutionalization of convergence education at University A and its initial outcomes on student performance.
• Empirical analysis based on new institutional theory.
• Operational definition of various completion types for convergence education.
• Quantitative examination of GPA and core competencies over time using comprehensive student data.
• Participation in convergence education led to significantly higher GPA and core competencies compared to non-participants (p<0.05).
• Progression from basic completion to more advanced levels correlates with improved academic outcomes.
• As students enter their second year, GPA growth slows while core competencies experience significant increases.

Abstract