Comparative Analysis of Dropout and Student Permanence in Rural Higher Education

Abstract

The growing dropout and low permanence of rural students in higher education has become a central problem in the education system, both affecting the quality conditions of training programmes and preventing the materialisation of the benefits that achieving this educational level entails for society. However, the study of these events in rural populations is scarce, resulting in an inadequate treatment of dropout and, consequently, the impossibility of consolidating student permanence. Thus, the aim of this article is to identify which individual, academic, socio-economic, and institutional variables influence the dropout and the retention of the rural student population in higher education. To achieve this purpose, a cross-sectional study was defined. The sample used was a non-probabilistic sample with an n of 269 rural Colombian students who were administered a self-report questionnaire that assessed 59 variables. Data analysis was based on means comparison and cluster modelling. The results show that dropout and permanence in rural students is related to the educational level of the father, family and work obligations, the need to move from their place of residence, the academic average in higher education, satisfaction with the choice of programme, communication with the institution, and the attention of teachers, among other things.

Rural origin student representation in health courses at the University of Tasmania: 2011–2020

“…Given the cost prohibitive nature of accessing higher education, especially when relocation is required, 22,23 rural students may fail to complete their course due to socioeconomic factors 24,33,34 . This is especially relevant in Tasmania where around half of the population are living in areas facing the highest disadvantage 14 .…”

“…However, the literature suggests higher rates of course attrition when courses are studied online, 36 with several barriers to elearning including the need for self‐direction and proficient computer literacy 37 . Blended learning models which offer both a combination of face‐to‐face and online content could have appeal to the different learning styles of rural students and promote course retention 34 . Of note, the new allied health courses offered at UTAS (Master of Physiotherapy and Master of Speech Pathology) have adopted a flipped curriculum approach, which enables students to study online content at home, supported by face‐to‐face teaching components which are accessible at any of the three campus locations across the state 26 …”

“…Comprehensive orientation programs at the commencement of courses may result in improved student retention by outlining supports available, communicating university expectations and managing student expectations 27,40 . However, this support needs to continue throughout the first year of tertiary study and beyond as students adjust to the academic demands of university life 34 . Given the lower completion rates among Indigenous students, upscaling awareness of and utilisation of support programs will be an important strategy in promoting course completion among Indigenous students at UTAS 41,42 …”

“…Given the cost prohibitive nature of accessing higher education, especially when relocation is required, 22,23 rural students may fail to complete their course due to socioeconomic factors. 24,33,34 This is especially relevant in Tasmania where around half of the population are living in areas facing the highest disadvantage. 14 Ensuring rural students from disadvantaged backgrounds can access financial support for tuition and accommodation will likely improve course completion rates.…”

“…37 Blended learning models which offer both a combination of face-toface and online content could have appeal to the different learning styles of rural students and promote course retention. 34 Of note, the new allied health courses offered at UTAS (Master of Physiotherapy and Master of Speech Pathology) have adopted a flipped curriculum approach, which enables students to study online content at home, supported by faceto-face teaching components which are accessible at any of the three campus locations across the state. 26 Regardless of mode of study, educational supports more broadly are needed given that the transition to academic demands is often challenging for rural students.…”