Abstract
This article analyzes the antecedents of the dropout rate and retention of students in management undergraduate programs. Empirical research was carried out in a management undergraduate program at a Brazilian Federal University, using the data of 1202 freshman students between the years 2004–2009. These students were followed up until the year 2013. In the analysis, we surveyed information regarding the student's time in the program, their graduation or dropout, as well as their socio-demographic information and program characteristics. The statistical technique used was the survival analysis, which allowed us to assess the factors that influence the time of program completion and the evolution of the dropout risk. In the main results, it was found that the number of semesters, student grades, gender, and the existence of failure or dropouts per course, were factors that explained both the time of completion of the course and the risk of dropping out. In addition, variables, such as age, marital status, race and high school background (public or private), showed no influence on these variables (graduation time and dropout rate).
Highlights
The focus on the expansion policy of Brazilian higher education over the last 20 years has refocused the attention of educational managers on two problems: the dropout levels and the retention of higher education students (Aina, 2013; Arias Ortiz & Dehon, 2013; Belloc, Maruotti, & Petrella, 2010; DesJardins, Ahlburg, McCall, 2002; Lassibille & Gómez, 2008; Lightfoot & Doerner, 2008; Platt Neto, Cruz, & Pfitscher, 2008)
Public managers and policymakers are concerned about the inefficiency and the waste of public resources, both where there is total State funding, as in the case of Brazilian public universities, and where funding is through scholarships and special financing of school fees, such as the United States, the United Kingdom, Italy, and Belgium (Aina, 2013; Arias Ortiz & Dehon, 2013; DesJardins et al, 2002)
Since the purpose of the study was to ascertain the regularity of dropouts and retentions, and considering that the expected time of graduation of students is between 4 and 5 years, only students who had been admitted to the first semester of 2009 were accepted, as newcomers in this period would have five years to complete the course by the end of 2013
Summary
The focus on the expansion policy of Brazilian higher education over the last 20 years has refocused the attention of educational managers on two problems: the dropout levels and the retention of higher education students (Aina, 2013; Arias Ortiz & Dehon, 2013; Belloc, Maruotti, & Petrella, 2010; DesJardins, Ahlburg, McCall, 2002; Lassibille & Gómez, 2008; Lightfoot & Doerner, 2008; Platt Neto, Cruz, & Pfitscher, 2008). Public managers and policymakers are concerned about the inefficiency and the waste of public resources, both where there is total State funding, as in the case of Brazilian public universities, and where funding is through scholarships and special financing of school fees, such as the United States, the United Kingdom, Italy, and Belgium (Aina, 2013; Arias Ortiz & Dehon, 2013; DesJardins et al, 2002). The admission of students increased from 638,000 to more than one million, between 2003 and 2011 (Brazilian Ministry of Education, 2017)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
