Dropping out of Higher Education is an international concern with an impact on Higher Education Institutions, in general, and on individual career paths, in particular. In order to prevent this phenomenon and support both institutions and students in their decision-making, it is urgent to identify evasion factors in higher education. A review made in published articles in international scientific journals between January 2014 and December 2018 is presented, based on the Longitudinal Institutional Evasion Model. The search was carried out in four databases, with combinations of the keywords dropout, departure, academic adjustment, college adjustment, academic integration, social integration, and higher education. Twenty-four articles that met the inclusion criteria were fully read. The articles were described and the content was systematized in meta-synthesis. Factors related to attributes prior to entering higher education were identified; objectives and commitments prior and subsequent to this entry; institutional experiences; academic and social integration. Evasion signaling measures were also identified. Implications for research, services and policies of Higher Education Institutions are discussed.
The twenty-first century constantly surprises us with vertiginous and persistent changes, from the habits of leisure time, to the means of work or study, as well as in the way we communicate. This study intends to contribute to a better understanding of contemporary education as a new paradigm of education in the twenty-first century, as well as the new morphology of school communication. For this, in the mixed research, with a sample of 338 individuals, random sample in a universe of northern Portugal in twelve districts and divided into two large groups the digital natives (subdivided into three age groups in relation to the Portuguese educational system) and the digital immigrants (subdivided into two groups the adults of working age and those over 65), using a semi-structured interview. We felt the need to characterize the technological behavior of the different generations and to understand how they result, in life changes, of society in this digital age, as an instantaneous and liquid structure, with impulse placed on the dynamics of transformations in education. In the struggle to unblame what we know as the concept of technological determinism, responsible for the transformations that have taken place in the family theater and changes in light of societal transformations, primarily in the school, we soften a pessimistic view where children, young people, adults, and the elderly reveal
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