Experiences with Permanence and Abandonment of University Studies: An Approach Based on the Curriculum and other Predictor Variables
Keywords:
Student dropout, university student, university study program, retentionAbstract
Trayectorias de permanencia y abandono de estudios universitarios: una aproximación desde el currículum y otras variables predictoras
Trajetórias de permanência e abandono de estudos universitários: uma abordagem a partir do currículo e outras variáveis preditoras
DOI: 10.5294/edu.2018.21.2.4
The results of a study to determine the elements of a university curriculum that favor or hinder the experiences of university students in terms of whether they persist in school during the first year or abandon their studies are presented in this article. The study, which also identifies the primary differences and similarities between both groups, was conducted in two quantitative phases and focused on education and engineering majors at a Chilean university who had completed at least one academic semester and then decided to remain in school or to leave. The first phase included 1454 students via a “population census”; the second considered a sample of 174 young people who were part of the first group. The findings identify certain elements of a university curriculum as being factors associated with the decision to remain in school, even though some of them could be linked to a student deciding to drop out of school. The foregoing highlights the importance of university decisions in the area of curriculum, especially with respect to the first year of studies. Finally, a logistic regression model determined that permanence is predicted largely by students’ academic performance and their assessment or valuation of the university.
Downloads
References
Ahern, A., O’Connor, T., McRuairc, G., McNamara, M. y O’Donnell, D. (2012). Critical thinking in the university curriculum – the impact on engineering education. European Journal of Engineering Education, 37(2), 125-132. doi: 10.1080/03043797.2012.666516
Álvarez, I. (2008). Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica. Revista Electrónica de Investigación Psicoeducativa, 14, 6(1), 235-271. Recuperado de http://www.redalyc.org/articulo.oa?id=293121940013
Ayala-Pimentel, J., Díaz-Pérez, J. y Orozco-Vargas, L. (2009). Eficacia de la utilización de estilos de aprendizaje en conjunto con mapas conceptuales y aprendizaje basado en la resolución de problemas para el aprendizaje de neuroanatomía. Educación Médica, 12(1), 25-31. Recuperado de http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1575-18132009000100005
Baturay, M.H. y Bay, Ö.F. (2010). The effects of problem-based learning on the classroom community perceptions and achievement of web-based education students. Computers & Education, 55, 43-52. doi: 10.1016/j.compedu.2009.12.001
Bean, J. y Kuh, G. (1984). The reciprocity between student-faculty informal contact and academic performance of university undergraduate students. Research in Higher Education, 21(4), 461-477.
Bean, J. y Metzner, B. (1985). A Conceptual Model of Nontraditional Undergraduate Students’ Attrition. Review of Educational Research, 55(4), 485-540. doi: 10.3102/00346543055004485
Beneitone, P., et al. (eds.) (2007). Reflexiones y perspectivas en América Latina. Informe Final proyecto Tuning América Latina 2004-2007. España: Universidad de Deusto y Universidad de Groningen.
Bolívar, A. (2008). La planificación por competencias en la reforma de Bolonia de la educación superior: Un análisis crítico. Educação Temática Digital, 9(núm. esp.), 68-94. Recuperado de https://www.ssoar.info/ssoar/handle/document/7342
Cano, Mª. E. (2008). La evaluación por competencias en la educación superior. Profesorado. Revista de Currículum y Formación de Profesorado, 12(3), 1-16. Recuperado de https://www.ugr.es/~recfpro/rev123COL1.pdf
Chen, I., Chen, N. y Kinshuk (2009). Examining the Factors Influencing Participants’ Knowledge Sharing Behavior in Virtual Learning Communities. Educational Technology & Society, 12(1), 134-148. Recuperado de https://eric.ed.gov/?id=EJ833422
Czekanski, K. y Wolf, Z. (2013). Encouraging and Evaluating Class Participation. Journal of University Teaching & Learning Practice, 10(1), Art. 7. Recuperado de http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1270&context=jutlp
Díaz, A. (2011). Una argumentación conceptual sobre el enfoque por competencias. Conferencia: Hermosillo, Sonora, México, 20 de mayo.
Díaz, F. y Barrón, C. (2012). Innovation in education and Curriculum Reform in Mexico. Transnational Curriculum Inquiry, 9(2), 267-281. Recuperado de https://ojs.library.ubc.ca/index.php/tci/article/view/183765
Donoso, S. y Schiefelbein, E. (2007). Análisis de los modelos explicativos de retención de estudiantes en la universidad: una visión desde la desigualdad social. Estudios Pedagógicos, 33(1), 7-27. doi: 10.4067/S0718-07052007000100001
Felouzis, G. (1997). Les étudiants et la sélection universitaire. Revue française de pédagogie, 119, 91-106.
Fonseca, G. y García, F. (2016). Permanencia y abandono de estudios en estudiantes universitarios: análisis desde la teoría organizacional. Revista de la Educación Superior, 45(179), 25-39. doi: 10.1016/j.resu.2016.06.004
Greybeck, B., Orozco, M. y Olarte, S. (2004). The impact of curriculum redesign in a Mexican university on students abilities, attitudes and values. International Journal of Leadership in Education: Theory and Practice, 7(3), 243-255. doi: 10.1080/1360312042000213868
Ion, G. y Cano, E. (2011). El proceso de implementación de la evaluación por competencias en la Educación Superior. Un estudio sobre el rol de los cargos académicos. Revista de Investigación en Educación, 9(2), 246-258.
Kourdioukova, E. V., Valcke, M. y Verstraete, K. L. (2011). The Perceived long-term impact of the radiological curriculum innovation in the medical doctors training at Ghent University. European Journal of Radiology, 78 (junio), 326-333. doi: 10.1016/j.ejrad.2010.06.022
Midi, H., Sarkar, S. y Sohel, R. (2010). Collinearity diagnostics of binary logistic regression model. Journal of Interdisciplinary Mathematics, 13(3), 253-267. doi: 10.1080/09720502.2010.10700699
Organización para la Cooperación y el Desarrollo Económicos - OCDE (2010). Panorama de la educación 2010. Indicadores de la OCDE. Madrid: Santillana.
Pascarella, E. (1985). College environmental influences on learning and development: A critical review and synthesis. En: J. C. Smart (Ed.), Higher education: Handbook of theory and research. Vol. 1. New York: Agathon.
Pascarella, E. T. (2006). How College Affects Students: Ten Directions for Future Research. Journal of College Student Development 47(5), 508-520. doi: 10.1353/csd.2006.0060
Pascarella, E., Smart, J. y Ethington, C. (1986). Long-term persistence of two-year college student. Research in Higher Education, 24(1): 47-71. Recuperado de https://www.jstor.org/stable/40195701
Pascarella, E. y Terenzini, P. (1991). How college affects students. San Francisco: Jossey-Bass.
Planella, J., Escoda, L. y Suñol, J. (2009). Análisis de una experiencia de Aprendizaje Basado en Problemas en la asignatura de Fundamentos de Física. Revista de Docencia Universitaria, 7(2). Recuperado de http://hdl.handle.net/11162/91326
Servicio de Información de Educación Superior (SEIS). (2017). Retención de Primer Año en Educación Superior: Programas de Pregrado. Mifuturo.cl.
Tinto, V. (1975). Dropout from Higher Education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125. doi: 10.3102/00346543045001089
Tinto, V. (1987). Leaving College. Rethinking the Causes and Cures of Student Attrition. Chicago-Londres: The University of Chicago Press.
Tinto, V. (1993). Reflexiones sobre el abandono de los estudios superiores. Perfiles Educativos, 62, 56-63.
Tinto, V. (2006). Student Success and the Building of Involving Educational Communities. Syracuse University.
Tinto, V. (2006-2007). Research and Practice of student retention: What next? Journal of College Student Retention, 8(1), 1-19. Recuperado de http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.133.2661&rep=rep1&type=pdf
Tinto, V. (2008). Access without support is not opportunity. Inside Higher Ed.com (junio). https://www.insidehighered. com/views/2008/06/09/access-without-support-not-opportunity
Tinto, V. (2012). Completin College Rethinking Institutional Action. University of Chicago Press.
Tinto, V. y Russo, P. (1994). Coordinated Studies Programs: Their Effect on Student Involvement at a Community Collage. Community College Review, 22(2), 16-25. doi: 10.1177/009155219402200203
Unesco. (2009). Compendio Mundial de la Educación 2009. Montreal: Instituto de Estadística de la Unesco.
Van Driel, J., Verloop, N., Van Werven, H. y Dekkers, H. (1997). Teachers’ craft knowledge and curriculum innovation in higher engineering education. Higher Education, 34, 105-122. Recuperado de https://www.jstor.org/stable/3448170
Published
How to Cite
Issue
Section
License
1. Proposed Policy for Journals That Offer Open Access
Authors who publish with this journal agree to the following terms:
-
This journal and its papers are published with the Creative Commons License CC BY 4.0 DEED Atribución 4.0 Internacional. You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.
