Dropout In Higher Education Research Articles

Analytical Approach for Predicting Dropouts in Higher Education

In the world of technology, tools and gadgets, a huge amount of data is produced every second in applications ranging from medical science, education, business, agriculture, economics, retail and telecom. Higher education institutes play an important role in the overall development of any nation. For the successful operation of these institutions, continuous monitoring for improving the quality of education and students is required, which is the subject of this article. A huge amount of data that education systems produce increases every year and it is difficult by traditional techniques to manage, predict and analyze this data. This challenge can be addressed through mining large amount of data. It enables the institutions to use their present reporting trends to unmask hidden patterns and identify data relationships. Through this, institutions easily predict which students are likely to dropout, and their performance. Present paper conducts a detailed and exhaustive study on techniques and approaches implemented in education mining for predicting dropouts.

A evasão em disciplinas de cursos de graduação

O artigo tem como tema a evasão escolar na educação superior. O objetivo é identificar fatores que interferem na evasão em disciplinas de cursos de graduação em uma instituição de educação superior privada comunitária. Como método, foram realizadas análises descritivas de informações coletadas em bancos de dados da instituição, bem como análise multivariada, permitindo identificar um conjunto de fatores intervenientes na problemática da evasão. Como resultados, os grupos de fatores de risco identificados são de natureza estrutural, de dificuldades nas disciplinas e de escolha do curso. Os fatores que individualmente contribuem para a evasão são: a média do grau inicial na disciplina; o percentual de reprovação da turma e a média geral da turma; o tamanho da turma; e a média de créditos concluídos pelo discente, ou seja, quanto mais no início do curso, maior a chance de evasão. É possível concluir que a evasão se relaciona significativamente com percursos de insucessos escolares, especialmente de reprovações indicando a sua implicação com estudantes de classes menos favorecidas social e culturalmente e com processos macro de exclusão social.

Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education.

In the description of the complex relationship between individual students and their education context, as well as understanding of questions related to progression, retention or dropouts in higher education, student engagement is considered the primary construct. In particular, the significance of the first year of higher education in terms of engagement is decisive. We aim at developing a multidimensional conceptualization of engagement and utilized network analysis. Data were collected as part of the annual Student Barometer survey in Finland during the 2012–2013 academic year, and we gathered a nationally representative sample (n = 2422) of first-year students in different disciplines at 13 Finnish universities. Network analysis confirmed the multidimensional process model of engagement and its six dimensions. The central dimensions of engagement are identity and sense of belonging, which develop in the interplay between individual and collective dimensions as a long-term process. Additional network analyses with covariates identified positive and negative factors that affect engagement. The study adds new perspectives to existing knowledge of engagement. It is important to understand the process-like nature of engagement and make visible factors affecting the process. Based on these findings, we provide novel practical recommendations for interventions for university students who struggle with engagement during their first year.

Developing a national approach to improve student success in higher education: New insights from a comparative analysis of England and the Czech Republic

Increasing the number of students who complete their higher education (HE) studies is growing significantly across Europe; it is seen to contribute to individual and national prosperity, and to improve the efficiency of the HE system. The Higher Education Drop-out and Completion in Europe project examined the issue of “study success.” The methodology utilized a literature and policy review, two surveys of an HE expert in each European country, and eight in-depth mixed-method national case studies. This paper considers how in many European countries study success is not explicitly defined, and national policies can be ambiguous or even detrimental due to the lack of clarity about, and alignment with, study success. These flaws are reinforced by the lack of indicators and tools to measure study success, which would facilitate evaluation to improve national policies and institutional actions. These issues are illuminated by a comparison between the Czech Republic and England. A widely agreed definition of study success contributes to better policy alignment and allows performance indicators to be developed, which fosters a more coherent national and institutional approach to improving study success, but this needs to be underpinned by a shared national commitment, which values and promotes study success.

A produção científica sobre permanência e evasão na educação superior no Brasil

Resumo Este artigo tem como objeto a permanência e a evasão na educação superior no Brasil. Seu objetivo é desvelar as publicações sobre permanência e evasão na educação superior divulgadas como teses, dissertações e artigos. Metodologicamente, trata-se de uma pesquisa bibliográfica, baseando-se na modalidade de pesquisa conhecida como estado da arte ou estado do conhecimento . Nesse contexto, para o levantamento da produção acadêmica, recorreu-se às bases de dados SciELO, GT 11/ANPEd, Oasisbr, Portal de Periódicos CAPES/MEC e Domínio Público. Em síntese, em relação à permanência, foram localizadas 9 teses, 22 dissertações e 58 artigos; no caso da evasão, foram localizadas 15 teses, 75 dissertações e 122 artigos. Constata-se ainda que, quanto à permanência, os estudos concentram-se nas temáticas permanência e EaD , permanência e ProUni e permanência e estudantes com deficiência ; no caso da evasão, os trabalhos estão concentrados em evasão em um conjunto de cursos , evasão na EaD e evasão em um curso de uma instituição específica. Além disso, evidencia-se que os trabalhos sobre permanência tiveram início a partir de 2004, com um crescimento significativo entre os anos de 2012 e 2016; no que diz respeito à evasão, verifica-se que as produções tiveram início em 1977, com um crescimento exponencial entre os anos de 2011 e 2014. Em relação às instituições onde as pesquisas foram realizadas, a região Sul do Brasil concentra o número de produções mais significativo acerca dessas temáticas. Por fim, nota-se que o número de cooperações interinstitucionais ainda é incipiente, carecendo de mais diálogos entre instituições.

Mixture Structural Equation Models for Classifying University Student Dropout in Latin America

This research seeks to develop a model that allows consider the different forms of heterogeneity of international dropout data and also classify students who continue studying and those who drop out. Specifically, through the use of Mixture Structural Equation Models (MSEM), the study seeks to develop a model for classifying dropout and applying it to an international database. The aim is then to determine the classification accuracy degree of the proposed model. The development and application of the model showed that the student´s health, the interpersonal relationships, and class attendance positively influence college adaptation, and in turn college adaptation positively influences college satisfaction. Additionally, the developed model can correctly classify 55.45% of continuing students and 61.68% of students who abandon their careers. These results suggest that the use of MSEM for international databases, characterized by heterogeneity, allows more robust and generalizable studies of dropouts in higher education.

Dropout from Higher Education in Colombia: A Peer Effects Approach

Higher education dropout in Colombia has been an issue. One of each three students has not continued their undergrad studies. It is relevant to analyze associated factors with dropout in Colombian higher education. This study could be useful to analyze and mitigate this social problem. Literature about higher education dropout focuses in individual and socioeconomic characteristics associated with students’ dropout. However, peer effects in academic performance and dropout has been less studied. In that way, social relationships and peer interactions could influence student dropout. This article analyzes the incidence of peer effects on student dropout from undergraduate students in Colombia. We used SPADIES data from 1998 to 2015 (Sistema para la Prevencion de la Desercion en las Instituciones de Educacion Superior). The logit model estimated the incidence of peer effect on dropout undergraduate students. We found a statistically significant relationship between peers dropout and the probability to dropout of a Colombian undergraduate student.

A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach

We investigate a model based on Self-Determination Theory (SDT) to predict academic achievement and dropout intentions among biology students in higher education in Norway. Students (n = 754) from a representative national sample participated in this cross-sectional study. The results align with our hypotheses and SDT assumptions. The model explains a substantial amount of the variance in academic achievement and dropout intentions. Specifically, autonomous motivation and perceived competence positively predict academic achievement and negatively predict dropout intentions. Controlled motivation is unrelated to academic achievement and is a positive predictor of dropout intentions. Furthermore, significant indirect effects show that need-supportive teachers and students’ intrinsic aspirations positively predict academic achievement and negatively predict dropout intentions, via autonomous motivation and perceived competence. We recommend teachers to support students’ need for autonomy, competence and relatedness, by providing choice and volition to facilitate autonomous motivation, and give students effectance-relevant feedback and optimal challenges to increase perceived competence.

Le décrochage dans l’enseignement supérieur à l’aune de l’approche par les capabilités

à partir de l’enquête Génération 2010, cet article cherche à expliquer la persistance du décrochage dans l’enseignement supérieur, malgré les politiques actives qui s’y opposent. Au prisme de l’approche par les capabilités, l’analyse des déterminants et de la temporalité du décrochage permet de montrer que ce phénomène ne résulte pas des seuls problèmes d’orientation et d’échec. Le décrochage apparaît également comme la manifestation de stratégies et de motivations très diverses à l’égard du parcours d’études, influencées par l’origine sociale.

Retención y Abandono Estudiantil en la Educación Superior Universitaria en América Latina y el Caribe: Una Revisión Sistemática

El fenómeno de la retención y el abandono estudiantil en la región de América Latina y el Caribe conlleva importantes repercusiones sociales y económicas, tanto para los estudiantes, como para la sociedad en su conjunto. A pesar de la importancia que ha adquirido durante el último tiempo, aún no se cuenta con una revisión bibliográfica de metodología sistemática y replicable que permita comprender los principales resultados y conclusiones de las diversas investigaciones dentro de la región. Por esta razón, el presente estudio tuvo por objetivo describir variables y factores que se han asociado a la retención y el abandono estudiantil en la Educación Superior Universitaria en América Latina y el Caribe. Se encontraron y analizaron 81 artículos en español y portugués publicados entre los años 1990 y 2016, distribuidos en 10 países e indexados en siete bases de datos. Se utilizó un protocolo aplicado por dos investigadores independientes para organizar la información. Se encontraron 111 variables diferentes asociadas al fenómeno. Estas fueron agrupadas en los cinco factores propuestos por el Proyecto ALFA-GUIA: “Individual”, “Académico”, “Económico”, “Institucional” y “Cultural”. Entre los factores, el que más predomina es el “Individual”, lo que hace necesario mejorar la medición de variables latentes y la adaptación de instrumentos. La presencia de los factores “Académico” e “Institucional” demandan cambios a nivel de Instituciones de Educación Superior atendiendo a los nuevos estudiantes que ingresan. Por último el factor “Económico” demanda asegurar el financiamiento de los estudios. Junto a lo anterior, gran parte de las investigaciones se concentran en la caracterización de los estudiantes y muy pocos analizan el resultado de intervenciones para disminuir el abandono. Existe a su vez una importante discordancia a la hora de definir y medir este fenómeno. Es por ello que se hace necesario establecer parámetros comunes para el concepto central y su medición, además de redefinir los factores ALFA-GUIA específicamente los “Individual”, “Académico” y “Cultural”.

Lean Six Sigma for reducing student dropouts in higher education – an exploratory study

This paper investigates the potential causes behind student dropouts in higher education institutions (HEIs), and explores the use of Lean Six Sigma (LSS) tools in reducing dropout rates. This qualitative study used 12 semi-structured interviews with university employees (n = 9) and LSS experts (n = 3), in order to understand the complexity of the student dropout phenomenon and the role of various LSS tools in reducing the dropout rates. Analysis revealed that in order to develop a typology of student dropouts, HEIs have to maintain detailed records and sensitise relevant authorities about the impact of a student’s dropout decision. Though the small number of semi-structured interviews is a limitation of the study, the revelations of HEIs authorities and LSS experts have given new impetus to look at and take action on the issue of student dropouts in HEIs.

Financial Aid and Higher Education Dropout in Colombia

One of the reasons for a government to support an education system is its role in productivity growth of its citizens and nation’s economic development. Although in some less-developed countries, such as Colombia, there is low levels of non-participation in primary and secondary education, there are high levels of dropout in higher education. The Colombian educational loan system experienced some changes to comply the 2010 National Agreement to Reduce Dropout. This paper analyzes the behavior of higher education dropout and its relation with financial aid before and after this Agreement. By means of a discrete-time logit model and a difference-in-differences approach, there is evidence that loans conditions after the National Agreement would not have achieved its goal.

The Reasons of School Dropouts in Higher Education: Babaeski Vocational College Case

In Turkey, nearly 400.000 higher education student have left university education in the last 3 years. This figure is an indication of a negative situation. Turkey is in the first place in terms of school dropout rates within the European Higher Education Area (EHEA). After completing primary and secondary education and passing the necessary exams, high figures belonging to students who are placed in a higher education program but who terminate their education on various occasions must be justified. The research was carried out between March 2016 and June 2017 in order to create a projection about reasons for the school dropout with the participation of Kirklareli University Babaeski Vocational College students who requested the 'registration clearance'. According to research results, students usually ask for registration clearance for financial reasons. The research findings are important in terms of determining the causes of school dropouts at higher education level in Turkey and suggesting solution proposals. In order to prevent school dropouts at the higher education level, especially at vocational colleges, there is a need to establish an effective system for students, instructors and administrators.

Permanência na Educação Superior a distância

The topic of student retention in higher education is challenging, in face-to-face as well as distance modalities. The pursuit of indicators and instruments that lead to an understanding of what makes students stay in education is a challenge. Using the work of Spady (1971), Pascarella (1985), Ethington (1990), Tinto (1997), Garcia Aretio (2002), Tinto & Pusser (2006) e Cabrera et al. (2006) as a theoretical foundation, a quasi-quantitative study was carried out to study the most relevant variables for retention in distance education. To that end, two factors were taken into consideration, namely: student dedication and program quality. As a result of this study, the indicators considered by the students to be the most relevant for their staying in the program were identified. This work aids the elaboration of projects and policies that contemplate aspects that help mitigate dropout in higher education, a serious problemwith a high social cost.

Supporting the retention of non-traditional students in Higher Education using a resilience framework

Student drop-out in higher education is an increasingly important issue across Europe, but there are substantial disparities between countries and institutions which suggest that variations in policies and practices may influence student retention and success. Numerous schemes have been devised to increase student retention, frequently focusing on non-traditional groups. Retention efforts include scholarships and bursaries, enhanced monitoring and support measures, and specialist teams of staff or peer mentors. Theoretical understanding of the withdrawal of non-traditional students typically draws on social and cultural capital concepts (Bourdieu, 1986), which may have led to a rather deterministic approach to student success. Research with non-traditional students on two distinct but related projects at a UK university led us to consider the concept of resilience in helping to understand student retention and success. This paper discusses the concept of resilience and – drawing on our experiences of using a resilience framework for analysis of risk and protective factors in these two projects – considers how it might be of use in supporting student retention in the wider European context.

Persistence in university studies: The importance of a good start

Higher education drop-out is a phenomenon that has been increasing at the same time as the number of students increases in universities. This leads to a significant waste of resources that goes beyond the student and has special relevance in the context of the current economic crisis. Meanwhile, the implementation of the European Higher Education Area demands an improvement of educational outcomes, which encourages the implementation of measures with that aim. However, the little research had been carried out in this context is an added difficulty. The present work aims to contribute to overcoming this handicap. An ex post facto design was applied to 1,055 freshman students from the academic year 2010-2011. The information was collected by extracting socio-demographic information and academic records from the academic management software of the University of Oviedo, and supplemented by the application of a survey designed for this purpose. The results underline the importance of previous academic performance, student engagement, and type of relationship established with faculty staff, on the final decision of the student on whether to continue studies.

Evasão nas Licenciaturas das Universidades Federais: entre a apetência e a competência

A evasão de alunos nos cursos superiores se tornou uma temática recorrente a partir da transição de uma educação de elite para uma educação massas. Os objetivos desse trabalho foram: i) analisar o principal momento de evasão nos cursos de licenciatura das Universidades Federais; e ii) avaliar o discurso dos alunos no início do curso, no momento da evasão, e no final do curso para aqueles que permaneceram. O trabalho seguiu dois métodos de coleta de dados: quantitativo e qualitativo; e as análises estatísticas e compreensiva (discursiva). O momento da evasão foi marcado pela redução da potência de agir pelos alunos, principalmente na metade do percurso acadêmico.

Mineração de Dados para Identificação de Alunos com Alto Risco de Evasão: Um Estudo de Caso

A evasão estudantil no ensino superior é uma questão crítica nas universidades brasileiras. Existem diversos fatores potenciais relacionados a esse fenômeno, sendo alguns deles mitigáveis pelas instituições por meio de aperfeiçoamentos nos cursos e políticas de apoio aos alunos. Neste trabalho, apresentamos uma metodologia baseada em mineração de dados para o acompanhamento e identificação precoce dos estudantes com grande potencial de desistência ou desligamento compulsório. Nossa abordagem utiliza exclusivamente o histórico de desempenho nas disciplinas do primeiro ano do curso, dispensando fontes externas de dados mais escassas ou de difícil obtenção. Tais instrumentos podem balizar a tomada de ações individuais direcionadas a alunos em risco, bem como o planejamento de ações futuras. Apresentamos um estudo de caso conduzido sobre o histórico escolar de alunos do Bacharelado em Sistemas de Informação da USP, com índices de acerto superiores a 90%.

Dropout: Demographic Profile of Brazilian University Students

This study analyses dropout in higher education, a worldwide problem seen in the literature of developed and developing countries. The aim of the study is to explain dropout in Brazil's private higher education. Dropout is defined as the interruption of studies by students in higher education enrolled for any length of time, regardless of university change before its conclusion. This research uses data from students, which are the main population in higher education. Thus, the research is based on a survey questionnaire conducted to a higher education student population. These students can be divided in two categories to be compared: the regular private higher education students and the college students who have stopped their studies. The empirical study begins by a characterization of the respondents, followed by a logistical regression in order to identify the determinants of dropout. Age, change of marital status during the course, having scholarship and asking for funding were considered as determinants of dropout. Results of this research give contribution to young students, the society, the government, private higher education institutions and indirectly to the companies.

Permanencia en la universidad: la importancia de un buen comienzo

Higher education drop-out is a phenomenon that has been increasing at the same time as the number of students increases in universities. This leads to a significant waste of resources that goes beyond the student and has special relevance in the context of the current economic crisis.Meanwhile, the implementation of the European Higher Education Area demands an improvement of educational outcomes, which encourages the implementation of measures with that aim. However, the little research had been carried out in this context is an added difficulty. The present work aims to contribute to overcoming this handicap.An ex post facto design was applied to 1,055 freshman students from the academic year 2010-2011. The information was collected by extracting socio-demographic information and academic records from the academic management software of the University of Oviedo, and supplemented by the application of a survey designed for this purpose.The results underline the importance of previous academic performance, student engagement, and type of relationship established with faculty staff, on the final decision of the student on whether to continue studies.