Abstract
Exploring factors influencing on students’ intention on institutional persistence
Highlights
In Vietnamese context, the increase of recently established higher education institutions is deemed to bring more chances for those who failed to join in their desirable university, but still could become a student in other universities or colleges
In the longitudinal study of Beil, the result showed that Academic and Social integration did not have direct effects on student’s retention, rather Academic and Social integration influenced the level of commitment to the institution
Access to various forms of capital is associated with gender and ethnicity, which must be taken into consideration (Longden, 2004); in this study, the research only focuses on the impact of cultural capital on student retention because ethnicity and gender factors in Vietnamese international universities are not exceptionally outstanding
Summary
In Vietnamese context, the increase of recently established higher education institutions is deemed to bring more chances for those who failed to join in their desirable university, but still could become a student in other universities or colleges. This unintentionally promotes many students to join in a school environment that is not fit to them, leading to a great growing number of students after a period of time experiencing their studies have a tendency to leave the school. Other common reasons are attributed to their boredom of learning or hopelessness of future career if they keep spending time on
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