Persist or withdraw: the importance of external factors in students' departure intentions

Leveson, Lynne; McNeil, Nicola; Joiner, Therese Anne

doi:10.1080/07294360.2013.806442

Cited by 27 publications

(24 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With governments aiming for greater access to higher education, while simultaneously requiring increased retention and completion, universities have to explore ways in which to ease transition and enhance first-year experience. Even though there are external factors beyond the control of universities (Leveson et al 2013), they can take steps to create an environment in which students' chances of persisting increase. For instance, researchers have stressed that being part of a community is important for students to do well at university-this concerns both academic and social integration (e.g.…”

Section: Transition and First-year Experiencementioning

confidence: 99%

The impact of attendance on first-year study success in problem-based learning

Bijsmans

Schakel

2018

High Educ

View full text Add to dashboard Cite

The literature on first-year study success has identified a host of factors that may affect a student's chances of succeeding, ranging from personal circumstances to educational environment. One of the factors that often emerges in this context is (non-)attendance of classes, lectures and tutorials. Intuitively, one would expect this to be all the more important in programmes that employ a student-centred and interactive approach to learning, such as problem-based learning. Interestingly, there is little dedicated research that looks into the importance of (non-)attendance in such a learning environment. This article addresses this gap in the literature by looking at the effect of (non-)attendance on the study success of three cohorts of Maastricht University's Bachelor in European Studies (annual intake of 325-350 students). Controlling for a range of factors, we find that attendance matters for several measures of study success and also for the committed and participating student.

show abstract

Section: Transition and First-year Experiencementioning

confidence: 99%

The impact of attendance on first-year study success in problem-based learning

Bijsmans

Schakel

2018

High Educ

View full text Add to dashboard Cite

show abstract

“…Hence, Hovdhaugen [52] links the level of student effort with the probability of transfer or dropout. Moreover, there is an interconnection between external and internal factors that lead to late dropout, making it difficult to isolate these factors [53]. Therefore, this group of educational trajectories should be studied in more detail, considering the behavior in courses of lower failure rate and also surveying the satisfaction level and the alternatives that are being considered over time, according to the Investment model [33].…”

Section: Discussionmentioning

confidence: 99%

Curricular Analytics to Characterize Educational Trajectories in High-Failure Rate Courses That Lead to Late Dropout

et al. 2021

View full text Add to dashboard Cite

Late dropout is one of the most pressing challenges currently facing higher education, and the process that each student follows to arrive at that decision usually involves several academic periods. This work presents a curricular analytics approach at the program level, to analyze how educational trajectories of undergraduate students in high-failure rate courses help to describe the process that leads to late dropout. Educational trajectories (n = 10,969) of high-failure rate courses are created using Process Mining techniques, and the results are discussed based on established theoretical frameworks. Late dropout was more frequent among students who took a stopout while having high-failure rate courses they must retake. Furthermore, students who ended in late dropout with high-failure rate courses they must retake had educational trajectories that were on average shorter and less satisfactory. On the other hand, the educational trajectories of students who ended in late dropout without high-failure rate courses they must retake were more similar to those of students who graduated late. Moreover, some differences found among ISCED fields are also described. The proposed approach can be replicated in any other university to understand the educational trajectories of late dropout students from a longitudinal perspective, generating new knowledge about the dynamic behavior of the students. This knowledge can trigger improvements to the curriculum and in the follow-up mechanisms used to increase student retention.

show abstract

“…Tinto (1975) argued that academic and social integration are important factors against student attrition at university. Moreover, studies by Johnson (2008), Hoffman et al (2002), Willcoxson et al (2011) and Leveson et al, (2013) revealed that aside from academic and social integration, attrition has also been shown to be linked to prior academic performance, engagement with faculty and students, financial problem and lack of commitment to study. Willcoxson et al (2011) also noted that attrition in the first year of study could result from different reasons as compared to attrition in later years of study.…”

Section: Introductionmentioning

confidence: 99%

Determinants of students vulnerability to attrition in higher education: Evidence from Arba Minch University, Ethiopia

Eshetu¹,

Guye²,

Kelemework³

et al. 2018

Educ. Res. Rev.

View full text Add to dashboard Cite

This study aimed at assessing the level and determinants of students' vulnerability to attrition in Arba Minch University, Southern Ethiopia using a random sample of 547 students. The study revealed that, out of 547 sample students, 207 (38%) students were found highly vulnerable to attrition, 51 (9%) students were moderately vulnerable and the remaining 289 (53%) were not vulnerable. From highly vulnerable categories of students, 132 (64%) were female, while 75 (36%) were male students. With respect to place of origin, out of 207 highly vulnerable students, 119 (57%) of students were from rural areas where as 88 (43%) of students were from urban areas. In addition, 40% of students who were placed to a study program without their interest were highly vulnerable. The study also revealed that first year students are more likely vulnerable to attrition than second and third year students. Logistic regression result revealed that gender, students' satisfaction, study hours, monthly income and faculty of study significantly affect students' vulnerability to attrition. So, to reduce the number of unfinished degrees and reduce vulnerability to attrition, leaders of higher institution should give due attention to students' program placement, tutorials for female students and provision of better student services.

show abstract

Persist or withdraw: the importance of external factors in students' departure intentions

Cited by 27 publications

References 31 publications

The impact of attendance on first-year study success in problem-based learning

The impact of attendance on first-year study success in problem-based learning

Curricular Analytics to Characterize Educational Trajectories in High-Failure Rate Courses That Lead to Late Dropout

Determinants of students vulnerability to attrition in higher education: Evidence from Arba Minch University, Ethiopia

Contact Info

Product

Resources

About