Roads to Success in the Belgian French Community’s Higher Education System: Predictors of Dropout and Degree Completion at the Université Libre de Bruxelles

Ortiz, Elena Arias; Dehon, Catherine

doi:10.1007/s11162-013-9290-y

Cited by 74 publications

(52 citation statements)

References 24 publications

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“…Unfortunately, the results in Table 5 show that only 20% of these students will actually graduate, while the withdrawal probability is very high (80%). The ratio of withdrawal is even higher than a constant failure rate of 60% in the first year enrolment observed in universities across OECD countries (Arias Ortiz & Dehon, 2013). One plausible explanation is that most of the first year students are rather confused due to change of educational environment and their inability to understand the tenets of academic work.…”

Section: Discussionmentioning

confidence: 93%

Markov Analysis of Students’ Performance and Academic Progress in Higher Education

2017

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Background:The students' progression towards completing their higher education degrees possesses stochastic characteristics, and can therefore be modelled as an absorbing Markov chain. Such application would have a high practical value and offer great opportunities for implementation in practice. Objectives: The aim of the paper is to develop a stochastic model for estimation and continuous monitoring of various quality and effectiveness indicators of a given higher education study programme. Method: The study programme is modelled by a finite Markov chain with five transient and two absorbing states. The probability transition matrix is constructed. The quantitative characteristics of the absorbing Markov chain, like the expected time until absorption and the probabilities of absorption, are used to determine chosen indicators of the programme. Results:The model is applied to investigate the pattern of students' enrolment and their academic performance in a Slovenian higher education institution. Based on the students' intake records, the transition matrix was developed considering eight consecutive academic seasons from 2008/09 until 2016/17. The students' progression towards the next stage of the study programme was estimated. The expected time that a student spends at a particular stage as well as the expected duration of the study is determined. The graduation and withdrawal probabilities were obtained. Besides, a prediction on the students' enrolment for the next three academic years was made. The results were interpreted and discussed. Conclusion: The analysis presented is applicable for all higher education stakeholders. It is especially useful for a higher education institution's managers seeing that it provides useful information to plan improvements regarding the quality and effectiveness of their study programmes to achieve better position in the educational market.

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Section: Discussionmentioning

confidence: 93%

Markov Analysis of Students’ Performance and Academic Progress in Higher Education

2017

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“…Dropping out of university without having gained a degree have significant consequences for individuals, institutions and society (Voelkle and Sander, 2008;O'Neill et al, 2011;Hällsten, 2017;Sarra et al, 2018). Apart from wasted time, private cost and potential psychological trauma for the individual (Ortiz and Dehon, 2013;Faas et al, 2018), those who dropout suffer a scarring effect in the form of greater marginalization and negative labor market outcomes. In a study of mid-life marginalization of Swedish males, Hällsten (2017) found that dropouts spent about 3 percentage points more of their first 8 years in a state of low earnings compared to those who never entered university.…”

Section: Introductionmentioning

confidence: 99%

“…This is because institutional dropout rates can be construed by potential students as a sign of deficient teaching and support available at the institution (Voelkle and Sander, 2008). From a societal point of view, dropout is argued to be a waste of tax resources due to the individual blocking a university place which could have been taken by another student (Voelkle and Sander, 2008;Ortiz and Dehon, 2013). Although students who dropout may re-enroll into another institution or field of study (Voelkle and Sander, 2008;Hovdhaugen, 2009;Sittichai, 2012;Ortiz and Dehon, 2013), ensuring retention has become a major policy concern for governments and institutions around the world due to the aforementioned negative consequences of dropout.…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have investigated the nature and predictors of university dropout among students in a bid to inform appropriate interventions. The conclusion from these studies is that the determinants of dropout are many and complex with little consensus on which combination of factors is important (Tinto, 1975;Stratton et al, 2008;Melguizo et al, 2011;Ortiz and Dehon, 2013;Heublein, 2014;Bernardo et al, 2016;Contini et al, 2018;Mabel and Britton, 2018). For instance, Tinto's (1975) seminal student integration model proposed a complex array of risk antecedents encompassing students' pre-entry attributes, goals and commitments, as well as academic and social experiences at university.…”

Section: Introductionmentioning

confidence: 99%

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Trajectory of University Dropout: Investigating the Cumulative Effect of Academic Vulnerability and Proximity to Family Support

Sosu

Pheunpha

2019

Front. Educ.

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University dropout is a major policy concern around the world because of its consequences for the individual, institutions and society. In this study, we offer new evidence by examining the cumulative effect of academic vulnerability and family support on trajectory of dropout among cohorts of undergraduate students in Thailand. Data were drawn from administrative records of two cohorts of students (n = 1,613), and consisted of information on which semester individual's dropped out of university. Using discrete time survival analysis, we first modeled the trajectory of dropout without predictors followed by a conditional model which examined the effects of predictors on the trajectory of dropout. Cumulative effects of predictors were then examined by plotting the probabilities of their combined effects on dropout in each semester. Our findings show that while the beginning of the second year was a critical period of dropout with almost 20% of students leaving by this time, as much as 10% of students drop out between the second and final year. Students with the lowest entry grades were about 2.17 times more likely to dropout while those who were farther away from family support were 1.32 times more likely to drop out across each semester. The cumulative effect of low entry grades and living away from family support resulted in a 30% probability of dropping out in the second year. The dropout rate among this category of students by the final year was 60% compared to only 14% for students with high entry grades and who live close to their families. Among other things, we recommend that interventions to reduce dropout should encompass both helping students to access family support and develop personal connections at university to compensate for absence of family support, as well as academically focused support for student who do not have a strong entry qualification.

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“…Embora Portugal tenha sido um dos países nos quais se observou um maior crescimento no acesso ao ensino superior entre os anos do 2000 a 2009 (Eurostat, 2011), em 2012 apenas 27% da população na faixa etária em questão, tinha um diploma do ensino superior ou equivalente (Figura 1). educação superior é financiada em grande medida pelas autoridades públicas, existem elevadas taxas de abandono escolar (Ortiz & Dehon, 2013 (Blau & Goal, 1987;Kumar & Geok, 2012;Kurantowicz & Nizinska, 2013;Meyer & Allen, 1991;Steel & Ovalle, 1984). Se esta relação entre compromisso organizacional e intenção de saída voluntária tem sido evidenciada nas organizações, este estudo pretende verificar se este efeito também pode ser encontrado nas explicações para o abandono dos estudantes do Ensino Universitário.…”

Section: Introductionunclassified

O Duplo Compromisso Organizacional Em Estudantes Universitários

Santos¹,

Cesário²

2016

iirh

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No longo caminho percorrido desde o dia em que vim para ISPA para as praxes, até ao dia de hoje, em que entrego a dissertação de Mestrado, encontrei várias pessoas que contribuíram para o que hoje sou. Tive a companhia de bons funcionários, ótimos colegas e professores de excelência, entre os quais destaco os professores do Mestrado de Psicologia Social e Organizações.Começo com um agradecimento especial ao Professor Doutor Francisco Cesário, por ser um farol de orientação com ideias out of the box, pela disponibilidade e paciência infinitas, pelo apoio incessante e pelo seu entusiasmo contagiante que me fez crer que conseguia fazer este trabalho.Agradeço ao Professor Doutor Rui Bártolo Ribeiro, pelo exemplo de rigor e desafios que me lançou ao longo do Mestrado, bem como o apoio e acompanhamento durante o estágio no CAP. Ao Professor Doutor Luís Andrade, por me ensinar que por vezes é importante ter uma fase "peixinho azul" para dar um salto qualitativo.Agradeço todos os meus colegas de turma do ISPA, pelas gargalhadas nas horas de descontração e pelo espírito de entreajuda e motivação nas horas de maior trabalho.Aos meus tios Miguel e Laura, por terem apostado em mim e me terem dado a oportunidade que precisava para atingir os meus objetivos.Quero agradecer à Ana Moreira, pela sua disponibilidade pois foi incansável no seu apoio e esclarecimento das minhas questões.Pela sua amizade e apoio ao longo do meu percurso académico agradeço às minhas amigas, Ana Fernandes, Ana Rita, Nádia e Tânia.À grande Psicotuna, a tuna mais tuna do ISPA, inativa para espetáculos, mas sempre presente a demonstrar o que são verdadeiros laços de amizade. Que continuemos a realizar os nossos safaris da saudade por muitos anos.Ao Fábio, pela paciência nos meus momentos de isolação necessária e pelos incentivos diários, por me animar e por me trazer calmia em tempos de tempestade.Um agradecimento especial ao meu pai e à minha irmã, pelo cheerleading, pelos chás, chocolates, lanches e silêncio para me concentrar. E por fim, à minha querida Mãe, a quem estarei eternamente grata, pelo apoio incondicional, incentivos quando estava desmoralizada, por me ensinar a ser quer mais, pelo exemplo de força e resiliência em vida, que fez com que eu tivesse sempre força para continuar com maior determinação, quando apareciam obstáculos. IV RESUMO ABSTRACTThis study aims to test whether the student's double commitment with the University and the course have a significant impact on intentions to leave the university and see which of the two types of commitment has greater predictive power of early school leavers in higher education. To this end, the following hypotheses were placed: (1) Commitment to the University has a negative impact on turnover intentions of students; (2) -The Commitment to Course has a negative impact on student's turnover Intentions. The following exploratory question was placed: What kind of commitment will have greater impact on turnover intentions of the students: The commitment to the University or the Commitment to the cour...

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Roads to Success in the Belgian French Community’s Higher Education System: Predictors of Dropout and Degree Completion at the Université Libre de Bruxelles

Cited by 74 publications

References 24 publications

Markov Analysis of Students’ Performance and Academic Progress in Higher Education

Markov Analysis of Students’ Performance and Academic Progress in Higher Education

Trajectory of University Dropout: Investigating the Cumulative Effect of Academic Vulnerability and Proximity to Family Support

O Duplo Compromisso Organizacional Em Estudantes Universitários

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