Access and retention in French higher education: student drop-out as a form of regulation

Bodin, Romuald; Orange, Sophie

doi:10.1080/01425692.2017.1319760

Cited by 11 publications

(7 citation statements)

References 25 publications

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“…According to Bodin and Orange ( 2018 :134), French universities “differ from their selective counterparts [in] that they offer relatively little supervision of students, whereas selective programmes tend to have smaller class sizes and closer supervision”. Universities can therefore be intimidating for students due to, among other things: limited contact hours, no monitoring of participation, and assessment period only twice a year.…”

Section: The French Context: Universities As “Weak Institutions”mentioning

confidence: 99%

“I’m not listening to my teacher, I’m listening to my computer”: online learning, disengagement, and the impact of COVID-19 on French university students

Branchu

Flaureau

2022

High Educ

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In a French context where universities are thought of and analysed as “weak institutions” that leave learners to themselves, the effects of the pandemic present great risks to students who already face structural obstacles to their education. This qualitative paper is based on the experience of 19 students in a typical non-selective university in France, who have disengaged or have thought of dropping out during the pandemic. We examine how lockdowns and distance learning have impacted French students’ learning and living conditions unequally, unpacking ideas of student engagement and disengagement through a sociological lens looks at students within their social context and places importance on the role of institutions in “holding” students. By unpacking our participants’ narratives, we address the implications of online learning for educational justice and the long-term opportunities of students. Our analysis shows that students’ well-being and learning are entangled with an attachment to the institution, with seeing the worth, purpose, and recognition for what they do and the importance of emplaced learning to do so. We therefore highlight the importance of recognition and regulation in the learning process itself. Our findings allow us to also offer nuance to existing research and discourse about the French university system being a “weak” institution that forces individuals to be autonomous. The article also points to the strategies employed by students and teachers with a view to maintain engagement that contribute to considering solutions to help student retention for the sector as a whole and in our pedagogical practice.

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Section: The French Context: Universities As “Weak Institutions”mentioning

confidence: 99%

“I’m not listening to my teacher, I’m listening to my computer”: online learning, disengagement, and the impact of COVID-19 on French university students

Branchu

Flaureau

2022

High Educ

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“…In particular, they argued that prerequisites would lead to a selection based on social class differentiation. Moreover, many considered student drop-out to be a direct consequence of insufficient funding rather than inadequate selection (Bodin and Orange 2018).…”

Section: Recent Reforms and New Challenges To The Public Good In Practicementioning

confidence: 99%

Public good in French universities: principles and practice of the ‘republican’ model

Carpentier¹,

Courtois

2020

Compare: A Journal of Comparative and International Education

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Drawing on 45 semi-structured interviews conducted in four public universities as part of an international comparative project, we examine the cultural, political, social and economic forces at play in the way the 'public good' is perceived, translated and debated within the French higher education context. Our findings indicate that a variety of views of the public good value/contribution of higher education co-exist, which, in a context of reform, reflect various understandings of how the principles and practices driving the French 'republican' model work or should work.

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“…A lemorzsolódást integrációs deficitként kezelő felfogás szerint az egyetem betölti a reá ruházott társadalmi funkciót, a lemorzsolódó hallgató viszont nem illeszkedik be az egyetem rendszerébe, ezért diszfunkcionális módon hagyja el a felsőoktatást. A felsőoktatás társadalmi szerepével kapcsolatban különféle jelentéstulajdonítások léteznek, melyek a felsőoktatást társadalmilag semlegesnek mutatják, és elfedik az integráció, illetve a szelekciós mechanizmusok funkcióit (Bodin & Orange, 2018;McDonough, 1994;Sommet és mtsai., 2015;O'Shea, 2016). Ugyanakkor az "illeszkedés" önmagában is olyan jelenség, melyről a hallgatónak saját interpretációja van (Knapp, Masterson & Kedharnath, 2017).…”

Section: A Hallgató éS Az Egyetem Közötti Illeszkedés éRtelmezéseunclassified

Az egyetemi hallgatók megtartását segítő eszközök a nemzetközi gyakorlatban: Elméletek és módszerek

Szöllősi¹

2019

SocRev

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A tanulmány az egyetemi hallgatók lemorzsolódásának elméleti magyarázatait, továbbá kezelésének eszközeit tekinti át a téma nemzetközi szakirodalmának felhasználásával. Bemutatja, hogy a lemorzsolódásra irányuló tudományos elméletek keretében melyek a legismertebb magyarázó modellek a hallgatók -idő előtti távozásról, vagy a képzés folytatásáról hozottdöntéseire. Az írás a magyarázatok körét kiegészíti egy olyan -a szociális konstrukcionizmus nézőpontját követő -új modellel, mely a döntést befolyásoló tényezők hatását nem egyszerűen azok objektív jellemzőivel, hanem a nekik tulajdonított jelentéssel magyarázza. Az írás második fele a lemorzsolódás elleni programok, illetve eszközök dilemmáit tekinti át konstrukcionista szempontok alkalmazásával. A tanulmány készítésének célja az, hogy koncepcionális alapot biztosítson egy, a lemorzsolódás kezelését célzó egyetemi program fejlesztéséhez.

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Access and retention in French higher education: student drop-out as a form of regulation

Cited by 11 publications

References 25 publications

“I’m not listening to my teacher, I’m listening to my computer”: online learning, disengagement, and the impact of COVID-19 on French university students

“I’m not listening to my teacher, I’m listening to my computer”: online learning, disengagement, and the impact of COVID-19 on French university students

Public good in French universities: principles and practice of the ‘republican’ model

Az egyetemi hallgatók megtartását segítő eszközök a nemzetközi gyakorlatban: Elméletek és módszerek

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