Stop-out and drop-out: The behavior of the first year withdrawal of students of the Brazilian higher education receiving FIES funding

Saccaro, Alice; França, Marco Túlio Aniceto

doi:10.1016/j.ijedudev.2020.102221

Cited by 7 publications

(3 citation statements)

References 19 publications

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“…A distinction between public and private education is proposed for schools in Brazil, where the decision is usually motivated by socioeconomic and academic differences; the same distinction exists for universities that differ in tuition costs. The system is accompanied by student financing funds to increase access and permanence in private institutions' programs [39].…”

Section: Characteristics Of the Studiesmentioning

confidence: 99%

Inequality and Dropout in Higher Education in Colombia. A Multilevel Analysis of Regional Differences, Institutions, and Field of Study

2021

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In Colombia, the gaps of regional inequalities and social opportunities permeate people’s economic, political, and social participation. Additionally, the initial endowments of individual and socioeconomic background, barriers to financial aid, and academic and personal skills restrict decision-making about studying. In this context, the main objective is to analyze the determinants of dropout rates in Colombia and the differences between the type of institutions, field of study, and regions. We used data from three public administrative agencies for the period 2000–2012. The methodology combines multiple correspondence analysis and a lineal hierarchical model to explain the effect of variables operating at different levels. As a result, we retained four dimensions to represent the individuals’ socioeconomic and financial conditions. The findings obtained from the multilevel model suggest the variation between institutions (11%) and the interaction between institutions and the program cycle (17.8%). It confirms the influence of inequities on desertion. The student chooses between programs with differences in fees and study costs in general, such as quality, social recognition, and employment. In sum, contextual and institutional disparities in the dropout phenomenon’s behavior are explained mainly by the supply conditions in these regions and the individuals’ socioeconomic backgrounds.

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Section: Characteristics Of the Studiesmentioning

confidence: 99%

Inequality and Dropout in Higher Education in Colombia. A Multilevel Analysis of Regional Differences, Institutions, and Field of Study

2021

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“…Moreover, expected social externalities may also be interrupted, too (Saccaro & França, 2020). Higher dropout rates may cause increased demand for social support, reduced political participation, and reduced intergenerational mobility at macro level (Hayes et al, 2002;Park, 2014).…”

Section: Introductionmentioning

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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“…The adverse economic conditions, lower expected income, or perceived lower likelihood of finding a job in the future mean that some have chosen the strategy of stopping out, i.e. they change their field of study (Saccaro and França, 2020). Still, evidence of students' changing plans and actions during COVID-19 is quite scarce.…”

Section: Introductionmentioning

confidence: 99%

Drop-out, stop-out or prolong? The effect of COVID-19 on students' choices

Farčnik

Muren

Franca

2021

IJM

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PurposeThe aim of the paper is to identify the causal effect of the COVID-19 induced crisis on students' decisions about their educational plans. The authors hypothesise that students adjusted their decisions by delaying graduation, dropping out or change the field of education because of increased uncertainty about future employment and monetary returns.Design/methodology/approachThe empirical approach is based on a survey done during the first wave of COVID-19 in Slovenia. The probability of dropping out, prolonging or stop-out is designed by applying probit and probit with insturmental variables empirical model.FindingsPrimary orientation towards work increases the probability of dropping out and financial constraints increase the probability of prolonging studies. The same holds after accounting for endogeneity. However, the authors do not find that poor job expectations due to COVID-19 affect students' decisions to prolong, drop-out or stop-out. The authors also find that the primary orientation toward work or study explains the differences in the probability of each outcome that is not influenced by enrolment in a particular field of study.Research limitations/implicationsThe results cannot be read as an objective prediction of the impact of the COVID-19 crisis on college failures. However, the study provides insight into how students' expectations change their intentions to prolong, drop-out, or stop-out during periods of high uncertainty. The extent, to which measured intentions are realised, however, is uncertain.Practical implicationsUnderstanding the response diversity and motives behind students' study decisions represents extremely valuable insights for economic policy. Mapped apprehensions, augmented by heterogeneity in personal and financial characteristics, are relevant for policymakers. In terms of future research, it would be interesting to analyse what changes occurred over a five-year period, specifically which field of study was most affected by students' adjusted plans due to the pandemic.Social implicationsStudents have always been a special group in the labour market. After the initial shock of closing activities, studying online and the drastic decrease in student work due to COVID-19, the decision was made in spring 2020 to continue on the chosen path or not. This paper provides insight into the changing decision students made about their educational plans.Originality/valueThis paper is one of the first to highlight the implications of COVID-19 for the adaptation of student plans in the transition from school-to work in Europe. It departs from the classical literature of college failures, as specific macroeconomic conditions influence students to reconsider their educational decisions. Moreover, the paper also contributes to the rapidly growing literature on the impact of the COVID-19 pandemic on household-level labour market outcomes, particularly with respect to job search and labour supply decisions in general.

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Stop-out and drop-out: The behavior of the first year withdrawal of students of the Brazilian higher education receiving FIES funding

Cited by 7 publications

References 19 publications

Inequality and Dropout in Higher Education in Colombia. A Multilevel Analysis of Regional Differences, Institutions, and Field of Study

Inequality and Dropout in Higher Education in Colombia. A Multilevel Analysis of Regional Differences, Institutions, and Field of Study

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

Drop-out, stop-out or prolong? The effect of COVID-19 on students' choices

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