Dropping Out of University: A Statistical Analysis of the Probability of Withdrawal for UK University Students

Smith, Jeremy; Naylor, Robin

doi:10.1111/1467-985x.00209

Cited by 192 publications

(173 citation statements)

References 10 publications

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“…Students who do not live in Padova have higher attendance costs, and time constraints, since they have to spend more time travelling and, for resident students, performing domestic tasks, and this means that the time thus spent is not available for study (Dolton, Marcenaro, and Navarro 2003). For these reasons, students living in Padova are expected to be advantaged, but this does not necessarily mean more successful careers than other students, who may be more motivated to perform better and may be more integrated with their peer groups and the student community (Smith and Naylor 2001).…”

Section: Covariatesmentioning

confidence: 99%

“…For these reasons, many studies have been carried out in several countries which analyse students' outcomes during university (see, e.g., McCall 1999, 2002;Smith and Naylor 2001;Montmarquette, Mahseredjian, and Houle 2001;Arulampalam, Naylor, and Smith 2004;Scott and Kennedy 2005;Bradley and Lenton 2007;Lassibille and Gomez 2009;Arias Ortiz and Dehon 2011). However, the temporal dimension has not always been considered, and when it is, it is not taken into account in a discrete framework, which is clearly needed in many educational inquiries, since the assumption of continuous time models -that the precise time of occurrence of an event is known -may be unrealistic in educational contexts (Singer and Willett 1993;Scott and Kennedy 2005;Arias Ortiz and Dehon 2011).…”

Section: Introductionmentioning

confidence: 99%

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The determinants of academic outcomes in a competing risks approach: evidence from Italy

Clerici

Giraldo

Meggiolaro

2014

Studies in Higher Education

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Abstract:The literature has suggested that students' progress at university is influenced by their personal characteristics; this paper examines whether these factors act differently according to the study fields of degree courses in which students are enrolled. In particular, the factors influencing the various outcomes of the university programme (withdrawals, course changes, delays, completion of degrees) in three-year degree courses in a large Italian university are analysed from the perspective of study fields. We examined the records of over 32,000 students enrolling from academic years 2002/03 to 2005/06 in 84 first-cycle degree courses, grouped in four different fields of study. Analyses were conducted by considering the time dimension within the methodological approach of survival analysis, by means of individual longitudinal data from university administrative archives. A discrete-time method for competing risks event history analysis was applied to study the determinants of university outcomes in the various fields of study.

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Section: Covariatesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The determinants of academic outcomes in a competing risks approach: evidence from Italy

Clerici

Giraldo

Meggiolaro

2014

Studies in Higher Education

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“…Recent statistical analysis of the probability of withdrawal for UK university students indicated that non-completion was more probable for students from low-ranked occupationally defined social classes (Smith & Naylor, 2001). Many assume that this is a matter of academic failure.…”

Section: Class and Drop-out In The Ukmentioning

confidence: 99%

Understanding working-class 'drop-out' from higher education through a sociocultural lens: Cultural narratives and local contexts

Quinn

2004

International Studies in Sociology of Education

120

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The 'drop-out' of working-class students from universities has been identified as one of the most pressing issues for the higher education (HE) sector in the United Kingdom. This article draws on the initial findings of a major research project that explores the meanings and implications of such withdrawal from HE amongst young working-class people. The article argues that drop-out should be seen not just as an educational problem, but also as a manifestation of sociocultural change. To understand drop-out we need to look beyond student support needs or institutional barriers to cultural narratives and local contexts. This enables us to use a sociological frame to understand the educational question, and employ the educational data to contribute to sociological debates on class. The article analyses 'drop-out' as a self-fulfilling cultural narrative that is increasingly connoted as working class, as well as being a consequence of the material exigencies of working-class circumstances. It illustrates how class identity mutates yet stays the same, with the working class still positioned in terms of 'lack'. Although the possibility of university study has become a part of working-class identity, the expectation that this experience may be 'flawed' or 'spoilt' has also become engrained. The article analyses drop-out as two sides of one coin: as both significantly influenced by local culture and as having a perceived impact upon that culture, with different effects in different locales.

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“…Smith & Naylor, 2001;Cingano & Cipollone, 2007;Stratton, O'Toole, & Wetzel, 2008;. Si è così in presenza (cfr.…”

Section: Figura 1 -Laureati Al T 2 T 3 E T 4 Per Ateneo (%) Figurunclassified

Ordinamenti didattici a confronto: i percorsi di laurea in «Sapienza» Università di Roma

Decataldo

Benvenuto

Fasanella

2013

ECPS

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The Italian university system has for several decades been seen as an over-dispersive one. Issues such as the delay in studies, the low number of graduates and the inadequate links with the job market feature in the country's political, social and academic debates. The problematic areas concern, on the one hand, effectiveness (defined as the achievement of objectives) and, on the other hand, efficiency (interpreted as the ratio between outcomes and costs incurred). This article discusses the issue of tertiary education system productivity, reporting data of a research on Rome's «Sapienza» University and comparing them with those available at national and international level (which shows that Italy has one of the lower rates of young graduates, scoring values of about 20 percentage points lower than the average of the OECD countries).The research considered a secondary analysis of longitudi-

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Dropping Out of University: A Statistical Analysis of the Probability of Withdrawal for UK University Students

Cited by 192 publications

References 10 publications

The determinants of academic outcomes in a competing risks approach: evidence from Italy

The determinants of academic outcomes in a competing risks approach: evidence from Italy

Understanding working-class 'drop-out' from higher education through a sociocultural lens: Cultural narratives and local contexts

Ordinamenti didattici a confronto: i percorsi di laurea in «Sapienza» Università di Roma

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