Un análisis exploratorio de los factores que inciden en el abandono universitario en titulaciones de ingeniería

Navarro, Cristina López-Cózar; Benito‐Hernández, Sonia; Priede-Bergamini, Tiziana

doi:10.4995/redu.2020.13294

Cited by 8 publications

(17 citation statements)

References 26 publications

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“…In addition, they highlighted the lack of practical applications of these contents in the professional contexts of intervention. In this regard, a study undertaken by Alcalá del Olmo et al (2020) emphasizes that today, to increase student motivation, it is necessary to rethink certain methodologies that allow students to become actively involved in social transformation projects based on service-learning experiences.…”

Section: Causes Of Dropoutmentioning

confidence: 99%

“…In the national context, various research works were carried out to identify the factors involved in university dropout using a quantitative methodology. The research carried out by López-Cózar-Navarro et al (2020) focused on analyzing the personal and educational variables that lead to university dropout. The conclusion of this study include the importance of educational guidance in the compulsory stage and its continuity in higher education.…”

Section: Introductionmentioning

confidence: 99%

“…The findings show that family influence had a negative impact on students' university satisfaction along with academic success, and these two factors are considered to be highly significant in reducing university dropout (Jae Kyung, 2022). The research carried out by Velasco Poveda et al (2020) concluded that economic and family factors have a significant impact on university dropout. In the same way, they highlighted other influential factors such as motivation, academic success, and the emotional state of the students.…”

Section: Introductionmentioning

confidence: 99%

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Incident factors in Andalusian university dropout: A qualitative approach from the perspective of higher education students

Villalba

Fernández²,

Ruega³

et al. 2023

Front. Educ.

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University dropout is currently one of the main challenges faced by government bodies and state and regional universities. Both personal and institutional reasons can be identified as root causes of university dropout. On a personal level, students accumulate experiences of academic failure that lead them to reflect on the possibility of continuing their studies, while from an institutional point of view, failure can be attributed to educational deficits, reputation, and quality parameters of the university institution itself. Even though more and more universities have educational policies aimed at reducing dropout rates, the dropout figures continue to rise, which shows that this is a complex problem due to the number of variables involved. The main objective of this study is to analyze the factors that influence university dropout among Andalusian students. The methodology is qualitative through a focus group with the participation of 12 students who dropped out of their academic studies in education science degrees at the University of Malaga (Spain). The study population corresponds to students who formalized their enrollment in the first year of the degree in the 2021/22 academic year. The content analysis followed a deductive category development model. The results reveal that the factors that explain the educational abandonment of the students, who are the object of this research, are identification with studies that did not meet their initial expectations, the use of traditionalist methodologies, the development of work activity, and the economic difficulties in covering the costs derived from university education. The main conclusion include the importance of designing educational policies in line with the reality and needs of the students, the use of innovative methodologies that increase the degree of motivation of the students, as well as studying dropouts from a holistic perspective, considering the multiple variables that influence its origin.

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Section: Causes Of Dropoutmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Incident factors in Andalusian university dropout: A qualitative approach from the perspective of higher education students

Villalba

Fernández²,

Ruega³

et al. 2023

Front. Educ.

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“…A significant association has also been found between dropout and the variables analysed, i.e., the education received by the student's institution, student study level, student high school group, and lastly, whether the studied subject was among the student's pre-enrolment preferences [1]. The latter factors entail complications that will affect academic performance and even lead the student to drop out [2][3][4]. Student issues can affect their personal and academic development.…”

Section: Introductionmentioning

confidence: 96%

A Qualitative Study on Barriers in Learning Opportunities in Ecuadorian Higher Education

2023

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The university context is increasingly complex and diverse. Students’ individual circumstances in particular, whether personal or relating to family and work, are increasingly challenging. They are affecting their academic development or even leading to them dropping out of university. The objective of this study was to identify the obstacles to the completion of university studies based on students’ perspectives. Adopting a qualitative approach, we analysed the narratives of randomly selected students at UTE University of Santo Domingo (Ecuador). The main barriers identified by the students were the lack of reconciliation between academic and/or work life and family, as well as schedule incompatibilities—making it difficult for them to attend class. Participants also noted that teachers usually failed to incorporate curricular adaptations according to students’ personal or professional circumstances, which prevented them from experiencing a normal learning process like their classmates. To conclude, factors that continue to interfere with students’ university trajectories include the following: insufficient financial resources, family reconciliation issues, and lack of institutional support. Higher Education Institutions should therefore promote strategies and/or provide resources that guarantee equal opportunities for university students and contribute to the development of lifelong learning.

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“…Each of these disciplines points to specific mechanisms and determinants of students' decisions and achievements. But what is certain is that the models work in an integrated manner and provide a multicausal explanation to the phenomenon (López-Cózar et al, 2020). It is clear, therefore, that to address the prediction of school dropout, as we intend to do in this study, we will have to pay attention to dimensions such as: the student's personality; the structures available for social integration; the investment in time, money and effort that the student must make to enter, persist and complete their studies; the possible existence of institutional mechanisms for reception and tutorial and academic support; vocational aspects; as well as the effectiveness of the instructional model offered to students and the neurodidactic factors involved (Álvarez et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Dropout in Andalusian universities: prediction and prevention

Fernández Cruz,

Álvarez Ferrándiz,

Fernández García-Valdecasas

et al. 2024

Front. Educ.

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Problem and objectiveUniversity dropout is a major problem that affects more than 31,000 students each year in Andalusian universities, with serious personal and social consequences and an economic cost of more than 222 million euros for the region’s public administration. As concluded from the review of explanatory models we reviewed, dropout has a multicausal origin. The purpose of our work is to test the efficacy of the use of a screening for the early detection of the risk of academic dropout in Higher Education in Andalusian universities.ProcedureWe applied a screening instrument adapted for incoming students in public universities in Andalusia. The survey was applied at the beginning of the second semester. In this article we present data from a sample composed of 976 subjects from the universities of Granada UGR, Jaén UJA and Pablo de Olavide de Sevilla UPO.ResultsWith the data obtained we have established the dropout risk group, which includes those students who do not reach an average score of 3.00 in the total screening. There are 34 students representing 3.48% of the sample. Of these 34 students, 26 are women and 8 are men; 20 belong to the UGR, 8 to the UJA and 5 to the UPO. The detection of the risk group will allow the universities to apply preventive measures in a personalized and adjusted way to avoid possible dropout.

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Un análisis exploratorio de los factores que inciden en el abandono universitario en titulaciones de ingeniería

Cited by 8 publications

References 26 publications

Incident factors in Andalusian university dropout: A qualitative approach from the perspective of higher education students

Incident factors in Andalusian university dropout: A qualitative approach from the perspective of higher education students

A Qualitative Study on Barriers in Learning Opportunities in Ecuadorian Higher Education

Dropout in Andalusian universities: prediction and prevention

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