Das Zusammenspiel zwischen akademischer und sozialer Integration bei der Erklärung von Studienabbruchintentionen. Eine empirische Anwendung von Tintos Integrationsmodell im deutschen Kontext

Klein, Daniel

doi:10.1007/s11618-018-0852-9

Cited by 18 publications

(9 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These aspects have been shown to matter for student dropout (e.g. Klein, 2019), while the relevance for switching majors is yet to be established.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

2021

View full text Add to dashboard Cite

While a large body of research addresses both subject choice and student dropout in higher education, much less is known about switching the initially chosen major. Therefore, we ask why students switch their major in higher education and analyse this for the case of Germany, taking the timing and the degree of such switches (within and across subject groups) into account. Based on the extended rational choice framework, we identify three aspects that might explain switching majors: individual achievement in secondary education, a (mis)match between individual occupational interests and the content of studies and parental and peer judgement regarding the initial subject choice. We test the derived hypotheses by applying logistic regression models to representative data from the German National Educational Panel Study (NEPS), Starting Cohort 5. Our results indicate that the analysed aspects of individual achievement, person-major fit and social expectations affect switching majors, but their influence varies according to the degree and timing of the switch. While high-achieving students are more likely to switch majors, especially across disciplines and at a later stage in their studies, a mismatch in occupational interests mainly affects switching majors across broad subject groups. Finally, disapproval of the initial subject choice by parents and peers matters most for switches during the first two semesters and across academic disciplines.

show abstract

“…These aspects have been shown to matter for student dropout (e.g. Klein, 2019), while the relevance for switching majors is yet to be established.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, good social integration with peers and faculty members (e.g. Ishphording & Wozny, 2018;Klein, 2019;Meyer & Strauß, 2019) or a perceived positive study culture (Severiens & Dam, 2012) reduce a student's dropout risk.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

2021

View full text Add to dashboard Cite

show abstract

“…In a generalised way, the model was of great academic value and was used in many works (e.g., [73,[75][76][77][78]). However, the model was evolving and incorporating new perspectives by various authors, including Heublein et al [79] and Heublein et al [80], who had considered the initial limitations of the model by including explanatory variables external to the academic and social system and treated them as direct variables of dropout.…”

Section: Dropout and Theoretical Frameworkmentioning

confidence: 99%

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

2021

View full text Add to dashboard Cite

As part of the 2030 Agenda, higher education has been conceptualised as one of the ways to overcome the social disparities experienced in rural areas in Colombia. Thus, in concordance with the benefits of this level of education, the state has been designing public policies during the last few years, in order to facilitate access to undergraduate programmes to these populations, focusing mainly on the implementation of the virtual modality. In this context, it is recognised that access itself is not enough, but that continuance and timely graduation are required to materialise the benefits obtained along with a higher education degree; hence, dropout is a subject of interest for study, especially due to the high rates existing in the rural student population. Therefore, the event of dropout becomes an obstacle to social change and transformation in rural areas. Thus, this article aimed to identify which individual, institutional, academic and socio-economic characteristics influence rural student dropout in virtual undergraduate programmes in Colombia. For this purpose, an exploratory, quantitative and cross-sectional study was proposed, with a sample of 291 students to whom a student characterisation instrument and a classroom evaluation instrument were applied. With these data, it was proceeded to establish which of them had deserted, constituting the extraction of the sample of the study, which were 168. With the information, an exploratory factor analysis, hierarchical cluster analysis and descriptive statistics were used to establish which explanatory variables are involved in the dropout of this type of student. The results showed that the academic variables analysed do not have an impact on the event, while marital status (associated with family obligations), age, social stratum, work obligations, parents’ level of education and type of work, income and type of employment relationship of the student, and, finally, the number of people who depend on the family’s income do.

show abstract

“…Based on this interdisciplinary orientation of the study of dropout and the categorisation of the explanatory variables into the four determinants, this article is linked to the conceptual model described in Figure 1, which has been widely used in previous research (e.g., Barragán and González, 2017;Klein, 2019;Radovan, 2019;Kemper et al, 2020;Vera et al, 2020;Guzmán et al, 2021) as well as in the development of public policies such as in the Colombian case (Ministry of National Education, 2009), because it is adaptive to the educational modality or type of student population, the new realities of the higher education context, as well as allowing the development of explanatory and predictive models of dropout in higher education (Guzmán et al, 2021).…”

Section: Dropout and The Theoretical Reference Modelmentioning

confidence: 99%

Dropout in Rural Higher Education: A Systematic Review

2021

View full text Add to dashboard Cite

Student dropout in higher education has been of great interest to the academic community, state and social actors over the last three decades, due to the various effects that this event has on the student, the family, higher education institutions, and the state itself. It is recognised that dropout at this level of education is extremely complex due to its multi-causality which is expressed in the existing relationship in its explanatory variables associated with the students, their socioeconomic and academic conditions, as well as the characteristics of the educational institutions. Thus, the aim of this article was to identify the individual, socioeconomic, academic, and institutional explanatory variables involved in student dropout in rural populations, based on a synthesis of the evidence available in the SCOPUS database. In order to achieve it, a mixed systematic review was defined under the PRISMA 2020 method. The analysis was approached in two stages; the first concerned the identification of the documents and the conformation of the sample, where 21 documents were distinguished for effectively dealing with dropout in rural higher education; and the second corresponded to the procedures defined for the development of the bibliometric analysis and synthesis of the information found in the documents. The results showed the distribution of studies by country, years of publication, the categorisation of the documents in SCOPUS, their classification by type and the methodologies used in the development of the studies analysed, as well as the variables that have been addressed in previous research. In this way, it is concluded that the results of the studies are not generalisable, either because of the size of the sample or because of the marked social asymmetries that exist in some countries, which can make the findings lack significance; on the other hand, the interest in research on variables associated with individual and academic determinants to explain rural student dropout is highlighted. In addition, some future research lines which can be addressed as a complement to the current view of the dropout event in rural higher education were identified.

show abstract

Das Zusammenspiel zwischen akademischer und sozialer Integration bei der Erklärung von Studienabbruchintentionen. Eine empirische Anwendung von Tintos Integrationsmodell im deutschen Kontext

Cited by 18 publications

References 39 publications

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

Dropout in Rural Higher Education: A Systematic Review

Contact Info

Product

Resources

About