Factors influencing dropout and academic performance: an Australian higher education equity perspective

Li, Ian; Carroll, David

doi:10.1080/1360080x.2019.1649993

Cited by 85 publications

(58 citation statements)

References 14 publications

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“…Another explanatory variable related to student dropout, in the individual determinant, is associated with family educational background, since the higher the educational level of the mother is a positive influence on the academic performance of the student, which generates a positive effect on both the emotional and cognitive aspects that leads to permanence and academic achievement, which is in line with the theory of educational capital [36]. Similarly, in relation to parental employment, it was found that the less qualified the parents are, the higher the probability of the student dropping out during the first years of study, due to both the instability of family income and the lower economic availability to cover additional items required by the student in their educational process [45,46]. However, the literature has shown that students with more siblings with a professional degree are less likely to drop out [47].…”

Section: Literature Reviewsupporting

confidence: 82%

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

2021

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As part of the 2030 Agenda, higher education has been conceptualised as one of the ways to overcome the social disparities experienced in rural areas in Colombia. Thus, in concordance with the benefits of this level of education, the state has been designing public policies during the last few years, in order to facilitate access to undergraduate programmes to these populations, focusing mainly on the implementation of the virtual modality. In this context, it is recognised that access itself is not enough, but that continuance and timely graduation are required to materialise the benefits obtained along with a higher education degree; hence, dropout is a subject of interest for study, especially due to the high rates existing in the rural student population. Therefore, the event of dropout becomes an obstacle to social change and transformation in rural areas. Thus, this article aimed to identify which individual, institutional, academic and socio-economic characteristics influence rural student dropout in virtual undergraduate programmes in Colombia. For this purpose, an exploratory, quantitative and cross-sectional study was proposed, with a sample of 291 students to whom a student characterisation instrument and a classroom evaluation instrument were applied. With these data, it was proceeded to establish which of them had deserted, constituting the extraction of the sample of the study, which were 168. With the information, an exploratory factor analysis, hierarchical cluster analysis and descriptive statistics were used to establish which explanatory variables are involved in the dropout of this type of student. The results showed that the academic variables analysed do not have an impact on the event, while marital status (associated with family obligations), age, social stratum, work obligations, parents’ level of education and type of work, income and type of employment relationship of the student, and, finally, the number of people who depend on the family’s income do.

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Section: Literature Reviewsupporting

confidence: 82%

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

2021

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“…Second, there is limited research thus far on the effects of ethnic background on Australian tertiary education attainment. Researchers in Australia instead prefer to focus on the major categories of non-traditional university students, including Aboriginal and Torres Strait Islander status and non-English speaking background (Li and Carroll, 2017). Finally, the under-attainment of ethnic minority students in the United Kingdom does not appear to be explained by differences in learning approaches (Richardson, 2010).…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Older Women, Deeper Learning: Age and Gender Interact to Predict Learning Approach and Academic Achievement at University

et al. 2020

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Older students have reported a series of barriers to starting their higher education experience. However, quantitative evidence suggests that older students, particularly older women, have unique approaches to learning that enhance their satisfaction with their higher education studies. The current study sought to extend these findings by quantitatively examining an interaction between age and gender in predicting approaches to learning and subsequent academic achievement. The research provided an original analysis from two previous studies. Participants consisted of Australian and United Kingdom undergraduates. The Australian samples were 367 undergraduates at an Australian public regional university. The United Kingdom samples were 2,163 undergraduates enrolled with a distance higher education provider. Participants completed a research survey either online or on paper. Consistent with previous research, age moderated the effect of gender on deep learning, such that gender predicted deep learning more strongly among older students than younger students in both samples. Furthermore, gender predicted achievement in both samples, such that women out-performed men. Finally, deep learning only explained the relationship between gender and academic achievement when students were older. Based on this evidence, higher education institutions should consider and address the barriers that adult students, particularly older women, experience in order to enhance the social mobility benefits from a university degree that this non-traditional higher education group accrues.

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“…In addition to accruing significant debt from the rising costs of HE, students are also expected to invest in co-and extra-curricular activities during their studies -perhaps at the expense of paid employment -to meet labour market demands for employable, rounded graduates. The impact on non-traditional students appears to be worse as they graduate with debt they can ill afford and achieve weaker graduate employment outcomes compared with their more advantaged peers (Li & Carroll, 2019).…”

mentioning

confidence: 99%

The changing nature of graduate roles and the value of the degree

Jackson

2020

Journal of Higher Education Policy and Management

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This study explores industry perspectives on the changing nature of graduate roles and the importance of the undergraduate degree, and any impact these have on traditional non-graduate roles in different sectors and industries. Amid declining labour markets, it is critical to consider graduate pathways to employment and the implications of increasing numbers entering non-graduate roles on expectations and turnover. Ongoing disequilibrium in many areas of the graduate labour market points to developing our understanding of alternative pathways into professional roles beyond the undergraduate degree. Interviews were conducted with twenty-one industry members involved in recruiting and/or supervising new graduates. Findings affirmed overeducation among new recruits, highlighting the need for more transparency on employment prospects to prospective higher education students. While there has been extensive research exploring employer perceptions on graduates' preparedness for employment, there has been less consideration of alternative, developmental pathways into entry-level roles to collectively improve youth employment prospects.

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Factors influencing dropout and academic performance: an Australian higher education equity perspective

Cited by 85 publications

References 14 publications

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

Older Women, Deeper Learning: Age and Gender Interact to Predict Learning Approach and Academic Achievement at University

The changing nature of graduate roles and the value of the degree

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