Why do HE Students Drop Out? A test of Tinto's model

By Vivienne Brunsden, Mark N. O. Davies, Mark Shevlin, M. Bracken. 2000

152 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7d535dab0f72a171d449bee037d4b710e23cd8f2

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Citations in the corpus

Academic and social integration in higher education: a survey of satisfaction and dissatisfaction within a first‐year education studies cohort at a new university (2004, background): “In addition, Brunsden et al. (2000) imply a model concerned with establishing levels of integration should allow individual students to express personal meaning with respect to facets of experience associated with their integration.”
Beyond the first‐year experience: the impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities (2011, background): “2000 ), for the limited attention paid to social integration in colleges which do not have residential campuses (Grayson 2003 ), and for its focus on institutional influences on attrition at the expense of external factors affecting individuals' decisions to withdraw (Cabrera, Nora, and Castaneda ”
Academic tutors at the frontline of student support in a cohort of students succeeding in higher education (2009, background): “This paper explores the positive influences on student retention in a cohort of undergraduate students, which sets it apart from the voluminous body of research that traditionally focuses on the reasons why students withdraw (Tinto 1975, 1993; Yorke 1999; Brunsden et al. 2000; Hall 2002; Johnson 200”
The Withdrawal of Non-traditional Students: Developing an explanatory model (2003, background): “However, if a ‘theory of dropout should emerge from, and take account of, students’ experiences and the context in which they make their decisions’ (Brunsden et al., 2000), then the structure of the model must provide an appropriate representation of a teaching and learning environment.”
AN ORIENTATION COURSE AND COMMUNITY COLLEGE RETENTION (2004, background): “Tinto (1975) and Astin (1984) and Astin, Korn, and Green (1987) lead the theoretical retention charge, although the former has come under considerable fire over the last several years because his model of student attrition appears to “rely on researchers’ subjective conceptualizations” ( Brunsd”
The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal (2006, background): “Such ‘involuntary withdrawals’ (Brunsden et al., 2000) are naturally most likely to be”