Withdrawal from vocational courses in colleges of Further and Higher Education in Northern Ireland

Abstract

This article is concerned with factors likely to contribute to student withdrawal from vocational courses in colleges of further and higher education. The method involved posting questionnaires to all noncompleting students from colleges across Northern Ireland. The questionnaire was designed to elicit responses in six specific areas: biographical details; motivational disposition; initial interactions; perceived satisfaction with course and college; reasons for terminating; and current status. The aim was to provide an account of students' backgrounds, their expectations, perceptions and experiences of both the vocational course and college, and to compare reasons for withdrawal with previous findings from research. One-hundred-and-sixty-five non-completing students responded. Findings indicated that non-completion was not driven by preentry deterministic factors, but, rather, appears to occur as a result of a complex decision-making process with an array of factors impacting on the student.

Understanding attrition in UK maritime education and training

“…Although we try very hard to provide bridging courses, it is not sufficient to see many through. (MET college interview, May 2006) The argument presented by the MET staff and administrators that poor GCSE and A level grades contribute to cadet withdrawal resonates well with previous studies (Adamson and McAleavey 2000;Audit and Ofsted 1993;Jones 1990;Rickinson and Rutherford 1995). These show a distinct association between an individual's previous academic achievement and non-completion in higher education.…”

“…With regard to the causes of attrition, it has been suggested that institutions experience student attrition differently, with the implication that the causes need to be interpreted in relation to specific situations (Davies 1999). It is argued that two factors influence attrition pointing to internal, that is, college-based, and external factors (Achinehu-Nworgu 2007; Adamson and McAleavey 2000;Bennett 2003;Glaesser 2006;Longhurst 1999;Martinez 1995;Martinez 2001;Palmer 2001). Some of the internal factors discussed in the literature include, the content and quality of teaching, social and academic support system within colleges, social integration and quality of facilities.…”

“…Non-completion has adverse implications for specific sectors, and the economy in general, with regard to skills development and replenishment. Providers of H&FE are also becoming increasingly aware of the resource drain involved (Adamson and McAleavey 2000). With regard to the causes of attrition, it has been suggested that institutions experience student attrition differently, with the implication that the causes need to be interpreted in relation to specific situations (Davies 1999).…”

Improving Retention and Success: A Case Study Approach for Practical Results

“…Among pre-entry student attributes, previous academic performance is a significant predictor of academic performance and retention (Clegg as cited in Adamson & McAleavy, 2000;Learning Skills and Development Agency, 2001;McKenzie & Schweitzer, 2001;Murphy & Fath, 1996;Rickinson & Rutherford, 1995; The University of Arizona, 1998;Wilson, 2002). Some research has also identified significant relationships between student outcomes and demographic variables.…”

“…Some research has also identified significant relationships between student outcomes and demographic variables. For example, retention and graduation rates may be lower for certain ethnic minorities (The University of Arizona, 1998), and for students from lower socioeconomic backgrounds (Clegg as cited in Adamson & McAleavy, 2000;Learning Skills and Development Agency, 2001). Mature students (Learning Skills and Development Agency, 2001), men (Clegg as cited in Adamson & McAleavy, 2000;Martinez & Munday, 1998;Yorke, n.d.), and part-time students (Brawer, 1996) may also be more likely to withdraw.…”