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Introduction:

This study examines the influence of major fluctuations in the number of students enrolling at university on the probability of dropout or a switch to a different course of study. Findings from the US show that a pronounced increase in student numbers leads to more dropouts.

Materials and methods:

This article provides an analysis of this relationship for the first time outside the US and for an entire university system. We use administrative data for all the students who started studying at Swiss universities between 1980 and 2001.

Results:

The results suggest a significant relationship between positive cohort growth and the probability of dropout. A reduction in student numbers, on the other hand, does not increase the probability of persistence.

Discussion:

Despite the negative influence of a big cohort on the probability of persistence, no statistically significant relationship exists, by contrast, between the change in student numbers and the probability of a student switching to a different course of study.

Open access

Higher educational dropout is a major education policy issue that can be influenced by several factors. In addition to the family background, it is necessary to mention the motivation for further education as an individual factor which has a complex effect. Another possible individual cause can be the attractiveness of the labor market. Due to the ratio of students dropping out of higher education in Hungary, it can be suspected that students’ intensive work contributes to weaker learning outcomes, resulting dropout finally. In this context, however, the decisive role of the different work values and working attitudes is also unquestionable. Other institutional factors such as the country of the institution or the type of financing of the training cannot be ignored as well. Accordingly, in our research, we investigated individual, institutional, and sociodemographic factors affecting persistence through the TESCEE 2015 (N = 2015) database. Factors influencing persistence were measured by linear regression analysis with the application of two-sample t-test to measure the between-group differences. Regarding socio-demographic factors, the father’s educational level showed a significant impact on a negative while the mother’s employment in a positive way, furthermore, gender presented a trend effect. Institutional factors by themselves are not remarkable; however, some individual factor can increase their impact. At the individual level, the significant effect of career office membership and work values could be detected. Our results can contribute to the recognition of the relationships behind the high ratio of dropout and the identification of factors that can promote persistence, which can support to reduce the dropout ratio at a national and international level.

Open access

This contribution is based on an extensive literature review of student dropout in Europe, which was carried out by a research group of the Danish Clearinghouse for Education in cooperation with an international expert group in 2012/2013. The review served to answer three basic questions: What is dropout? Why does it occur? What can be done to reduce or prevent it? Only empirical studies were included in the review and altogether 44 studies were included. The article points out that student dropout is a more complex and multidimensional issue than most people think and that it is important to distinguish between formal dropout (i.e., leaving university studies altogether before degree completion) and transfer (i.e., changing subject and/or institution). The review summarizes and discusses the main results of the 44 studies included in terms of nine dimensions: (a) study conditions at university, (b) academic integration at university, (c) social integration at university, (d) personal efforts and motivations for studying, (e) information and admission requirements, (f) prior academic achievement in school, (g) personal characteristics of the student, (h) sociodemographic background of the student, and (i) external conditions. The conclusions provide an answer to the three questions posed above and include recommendations for further research, university leadership, and policymakers.

Open access

Absztrakt:

A tanulmány első része a középiskolában tanuló fiatalok dohányzási, alkohol- és egyéb drogfogyasztási szokásaiban bekövetkezett hosszú távú változásokat elemzi az ESPAD (European School Survey Project on Alcohol and Other Drugs) 1995–2015 közötti időszakra vonatkozó adatai alapján, nemzetközi összehasonlításban. Ezt követően azt vizsgáljuk, hogy a főbb társadalmi-demográfiai tényezők (nem, iskola típusa, székhelye, szülők iskolai végzettsége, család típusa) mennyire befolyásolja a fiatalok fogyasztási szokásait és a veszélyesebb fogyasztási formák kialakulását. Végül néhány egyéb veszélyeztető/védő-óvó tényező (szabadidő, baráti és családi integráltság) és a szerfogyasztás kapcsolatát vizsgáljuk.

Open access

This article aims to analyze student progression in European higher education (HE) using Sweden and UK as countries of reference. It presents and problematizes common ways to measure student progression (e.g., rates of dropout, completion, and retention), distinguishing between institutional departures or system departures, and the implications of the timing of the measurement, hence focusing on early and late leavers. The article also discusses general rates of student progression in different countries and the reasons for dropping out, revealing what lies behind the dropout statistics. Finally, the article also includes a critical questioning of the interests and intentions behind the data production. The article offers an orientation among the multiple definitions and measurements of student progression in HE. It deals with the value of measurements and alternative ways of measuring student progression, and with the implications for further studies on dropout and completion rates, which are politically contested issues.

Open access

Absztrakt:

A lassan harminc éve tartó angol oktatási reformok hangsúlyai 2016 óta a szakképzési és továbbképzési rendszer modernizálására helyeződtek. A tanulmányban az angol kormányok három hullámának (Thatcher kormánya és az „Új Jobboldal”; a Munkáspárt kormányai; Cameron koalíciós kormányai és a mai May-kormány) oktatáspolitikáján keresztül röviden áttekintjük a folyamat legfontosabb intézkedéseit és azok pártpolitikai és oktatáspolitikai vetületét. A koalíciós kormány Michael Gove oktatási miniszter irányításával 2010-től az oktatási követelmények és az ellenőrzés szigorítása mellett döntött, elsősorban a 16–19 éves korosztály képzési helyzetének javítása céljából. Az intézkedéseket intenzív szakmai vita kíséri, melyben finanszírozási és szakmai szempontok egyaránt megfogalmazódnak.

Open access