Jumping the Hurdles – Undergraduate Student Withdrawal Behaviour

Mackie, Sarah

doi:10.1080/14703290110056371

Cited by 49 publications

(39 citation statements)

References 2 publications

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“…By contrast, student-focused perspectives (e.g., constructivist, phenomenographic, ethnographic) view students' attitudes and behaviours as the outcome of a multiplicity of factors that reflect their own personal circumstances and attributes as well as institutional considerations. They argue that a failure to more fully recognise the meanings that students attribute to their learning can lead researchers to underestimate the importance of factors external to the institution in their stay or withdrawal decisions (Brunsden et al, 2000;Laing & Robinson, 2003;MacKie, 2001).…”

Section: Theoretical Contextmentioning

confidence: 97%

“…However, the results of such isolation are strong, particularly among students who are full-time, who have no substantial outside employment and, as mentioned, who commute from home. While social support is less important for students who are older and/or employed, it is crucial for younger students in transition between school and university as it is both emotionally sustaining and may also mitigate the negative effects of stress (Cohen & Wills, 1985;MacKie, 2001).…”

Section: Reasons For Withdrawal: Common Themesmentioning

confidence: 99%

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Persist or withdraw: the importance of external factors in students' departure intentions

Leveson

McNeil²,

Joiner

2013

Higher Education Research & Development

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The role of institutional factors in students' intentions to persist with or withdraw from their studies is well established in the literature. More recently, the influence of factors external to the institution has been highlighted as well. This study investigates the relationship between levels of engagement of first-year students undertaking a core business subject at a large university in Australia and their departure intentions. It was found that their propensity to persist was positively associated with their reported involvement and engagement with their studies but negatively associated with certain external factors -time spent on paid work, commuting and caring for others. One important implication of these results is that factors that sit largely outside the ambit of an institution's control may be placing significant, but perhaps unrecognised, constraints on the ability of that institution to improve retention rates.

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Section: Theoretical Contextmentioning

confidence: 97%

Section: Reasons For Withdrawal: Common Themesmentioning

confidence: 99%

Persist or withdraw: the importance of external factors in students' departure intentions

Leveson

McNeil²,

Joiner

2013

Higher Education Research & Development

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“…The university is often viewed as the first step out into 'the real world,' and students often leave home to stay in an alien environment. The time spent during the university years commonly include physical as well as psycho-social adjustments, the forging of new friendships, and search for common interests as well as social support within the campus activities (Mackie, 2001). Interacting with other students contribute significantly to the student's learning experience (Jalamo, 1995).…”

Section: Using Service Logic To Understand the University Experiencementioning

confidence: 99%

Education as Service: The Understanding of University Experience Through the Service Logic

Forbes

2009

Journal of Marketing for Higher Education

217

255

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With the marketization of UK higher education, this paper develops a framework from services marketing that can assist universities in understanding what market orientation means and how students would value their offerings. Our study shows that the core service in a university experience is a learning experience that is co-created, and that the value is emergent, unstructured, interactive, uncertain, with a hedonic dimension. Our paper modifies the gap model of service quality to show that an ideological gap exists that may also impede the quality of the university experience. We propose that a one-sided expectation by students leads to student consumerism and disengagement. Paradoxically, we show that a true student-orientated marketing puts the university ideology at the centre of marketing efforts and that marketing may well be an effective tool to communicate such ideologies.

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“…Pascarella 1980;Bean and Metzner 1985;Ozga and Sukhnandan 1998;Mackie 2001;Harrison 2006;Wylie 2007), Tinto's (1975Tinto's ( , 1993 Student Integration Model (SIM) was one of the first and features most prominently in the literature on student retention. According to the model, students beginning their studies come from diverse backgrounds with a wide variety of personal characteristics and experiences, and it is these individual attributes and experiences which shape students' expectations and determine how committed they will be to reaching their academic goals.…”

Section: Models Of Persistencementioning

confidence: 98%

Students helping students: a learning partnership initiative for distance language learners

Jilg

Southgate

2014

The Language Learning Journal

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Jumping the Hurdles – Undergraduate Student Withdrawal Behaviour

Cited by 49 publications

References 2 publications

Persist or withdraw: the importance of external factors in students' departure intentions

Persist or withdraw: the importance of external factors in students' departure intentions

Education as Service: The Understanding of University Experience Through the Service Logic

Students helping students: a learning partnership initiative for distance language learners

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