Job Opportunities and Academic Dropout: The Case of the University of Trieste

Chies, Laura; Graziosi, Grazia; Pauli, Francesco

doi:10.1016/s2212-5671(14)00879-x

Cited by 8 publications

(6 citation statements)

References 10 publications

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“…mester cause GPA confirms student's level of ability with respect to the program enrolled within a semester of study (Montmarquette, Mahseredjian, & Houle, 2001). There is also an evidence of academically weak students being more vulnerable to dropout (Chies et al, 2014;Yi et al, 2015) and students who decide to drop out usually have low GPA (Guimaraes et al, 2010). An empirical study by Synco (2012) on student dropout claims that an increase of one point in cumulative GPA increases the likelihood of student returning in the subsequent academic years.…”

Section: Resultsmentioning

confidence: 99%

“…Student enrolling into a wrong field of study was identified as one of the causes of dropout (Davies & Elias, 2003;Christie, Munro, & Fisher, 2004). The varying dropout rate across faculties (Araque, Roldan, & Salguero, 2009;Paura & Arhipova, 2014;Chies, Graziosi, & Pauli, 2014;Sittichai, Tongkumchum, & McNeil, 2008) corroborates the influence of faculty on dropout. There is an evidence of the influence of student demographic characteristics on student departure.…”

Section: Introductionmentioning

confidence: 99%

“…Low academic achievement is another prevalent characteristic among dropouts across all the racial groups. Numerous authors are of the opinion that grade point average (GPA) is one of the significant predictors of student dropout (Bennett, 2003;Synco, 2012;Chies et al, 2014;Yi et al, 2015). Prior research suggests that the type of admission to college also affects student dropout.…”

Section: Introductionmentioning

confidence: 99%

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Determinants of University Dropout: A Case of Thailand

Tentsho¹,

McNeil²,

Tongkumchum³

2019

ASS

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Student dropout is a growing concern for educational institutions across the world and extensive research on this issue has been done in past few decades. In this study, we analyzed the determinants of student propensity to dropout at Prince of Songkla University, Pattani campus. The data comprised 10,377 students enrolled between the 2007 and 2011 academic years. Variables included in the analysis were admission year, faculty, gender-religion, first semester GPA and admission type. The overall dropout rate over the five-year period was 23.9%, and a decreasing trend in dropout rate was found from second semester and onwards. A logistic regression model was used to determine the effect of explanatory variables on dropout. The findings indicate that admission year, gender-religion, faculty and first semester GPA are strongly associated with student dropout.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Determinants of University Dropout: A Case of Thailand

Tentsho¹,

McNeil²,

Tongkumchum³

2019

ASS

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“…Other authors use data mining to predict student performance during the end-of-semester exams using their results in systematic educational activities such as class exams, seminars, homework, or laboratory work (Baradwaj & Pal, 2011). Chies, Graziosi and Pauli (2014) analyzed the factors influencing dropout, defined as not enrolling in the second year of the three years bachelor programs at the University of Trieste. The random lasso procedure was used to model the probability of dropout taking account of individual characteristics, university performance and job placement.…”

Section: Use Of Data Analyticsmentioning

confidence: 99%

Predicting Computer Engineering students' dropout in Cuban Higher Education with pre-enrollment and early performance data

Alvarez

Callejas

Griol

2020

J. Technol. Sci. Educ.

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We present an educational data analytics case study aimed at the early detection of potential dropout in Computer Engineering studies in Cuba. We have employed institutional data of 456 students and performed several experiments for predicting their permanency into three (promotion, repetition, and dropout) or two classes (promoting, not promoting). We have also tested a combination of classification features for training and testing decision trees and neural networks; including information obtained at the time of enrollment, after the first semester and after the first academic year. Our results show a considerable accuracy using all features (96.71%). Using only the features available at the time of enrolment and after the first semester we obtain very positive results (68.86% and 93.85% accuracy respectively) with a high recall of non-promoting students. Thus, it is possible to obtain an early assessment of the risk of dropout that can help defining prevention policies.

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“…Having low socio-economic background may cause financial problems and adaptation problems at university. It may also cause low level of preparedness for the university (Chies et al, 2014;Oragwu, 2020;Uslu Gülşen, 2017).…”

mentioning

confidence: 99%

A Case Study on University Dropout: Perspectives from Education Faculty Students and Academicians

Yılmaz

Sarpkaya

2022

Research in Educational Administration and Leadership

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This case study investigated the reasons for students dropping out of a university and the experiences associated with the dropout process of individuals who dropped out of the faculty of education in Turkey. We collected data from 10 individuals who dropped out and 8 academic staff members who worked in the same faculty of a state university in the Aegean region in Turkey between 2008 and 2018 using the criterion sampling technique. We collected data using semi-structured interview forms and conducted content analysis. The results revealed that pre-admission factors (I), which are the factors of guidance, personality, system, family, career, and city play decisive roles in the admission process of individuals. These factors can shape their intrinsic and extrinsic motivation before the faculty admission process. After admission, the university processes factors (II) such as psychological condition, academic condition, social condition, organizational situation, appointment factors, military service, family situation, and financial situation are determinant factors on individuals’ intrinsic and extrinsic motivations in their university experience. After the dropout decision, individuals either drop out of the system or change department/university. Findings point out that the reasons for and process of the dropout are interdependent and divergent. Recommendations for future investigations and practices are presented based on our findings.

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Job Opportunities and Academic Dropout: The Case of the University of Trieste

Cited by 8 publications

References 10 publications

Determinants of University Dropout: A Case of Thailand

Determinants of University Dropout: A Case of Thailand

Predicting Computer Engineering students' dropout in Cuban Higher Education with pre-enrollment and early performance data

A Case Study on University Dropout: Perspectives from Education Faculty Students and Academicians

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