Abstract
Higher education dropout has been considered a major concern for several researchers in the field of education around the World. Although different studies were carried out to deal with the topic, they all faced common limitations. This paper explores the twofold research conducted to investigate higher education dropout in Education studies at two of the main Catalan public universities. First, a review of the different theoretical perspectives that tackled dropout was carried out to combine the direct and indirect dropout predictors. Second, some research was conducted in the faculties of Education in the selected two Catalan public universities to investigate the antecedents of higher education dropout. The utilized instrument discussed in this paper is the survey. In the first part, the predictors of higher education dropout were combined in a 5-layer model called the ¨Dimensions of Academic Dropout” wheel (Naaman, 2018). In the second part, the results of the survey analyzed quantitively revealed that dissatisfaction from the program and academic failure are the most important antecedents of higher education dropout in education studies in Catalonia.
Highlights
Higher education dropout is a major worldwide concern since it affects intensely the individual, educational institutions, and society (Sosu & Pheunpha, 2019)
Following the model called theDimensions of Academic Dropout” wheel (Naaman, 2018), which was designed based on the literature review, a survey was conducted to investigate the antecedents of higher education dropout in the faculties of Education at the UAB and University of Barcelona (UB) from the studentsperspective
The analysis found evidence that the more students are progressed in their study years at the faculties of Education in the two Catalan public universities, the more the thoughts of dropout occur to them
Summary
Higher education dropout is a major worldwide concern since it affects intensely the individual, educational institutions, and society (Sosu & Pheunpha, 2019). The main reason for such a strategy is that several European countries lacked highlevel skills graduates which affected their economical improvements and innovations, in addition to their productivity, and social justice (European Commission, 2015). After this initiative, many countries have managed to decrease dropout rates; studies have shown that general limitations were hindering the continuous improvement of these rates. The lack of a common method for calculating attrition (Deary, Watson & Hogston, 2003; Glossop, 2001; Cook, 2010), the difficulty in determining the reasons why a student drop out of a program (Tinto, 1975; Deary et al, 2003; Dodge, Mitchell & Mensch, 2009), the difficulty to access those who have already dropped out of a program (Glossop, 2001), the weak inventories used to collect data from students (Deary et al, 2003), in addition to the inattention to possible relationships between factors that affect students trajectory
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