Determinants of Undergraduate Student Drop Out Rates in a University Business Studies Department

By Roger Bennett. 2003

344 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ac78a7b4a93a3c35300c7de53726a162bf9e19be

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Citations in the corpus

The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal (2006, background): “There is some consensus that mature students (NAO, 2002; HEFCE, 2003), those entering a second choice course (Ozga & Sukhnandan, 1997; Baxter & Hatt, 2000; Johnston, 2000) and those joining their course late (Bennett, 2003) are also more prone to withdrawal.”
E‐learning and retention: key factors influencing student withdrawal (2004, background): “Lack of student funding and financial difficulties have become significant factors of withdrawal from HE (Aldridge and Rowley, 2001; AUT, 2001; Bennett, 2003).”
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation (2012, background): “These findings therefore also provide additional support for the assertion that students’ motivation is an important factor to consider when researching dropout or academic performance [7, 9, 12].”
Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it? (2013, background): “Lassibille & Gómez conclude that state financial grants decrease the risk of formal dropout from university, but increase the likelihood of student transfer (¤ITT2763715).52 Two more studies address students’ financial situation and both conclude that this is not of major importance for the risk of ”
The emotional impact of learning in small groups: highlighting the impact on student progression and retention (2006, background): “It is recognised that widening participation may result in increased failure and drop-out rates for students (Bennett, 2003; Parry, 2003).”
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 impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students (2009, background): “Nowadays, business schools and faculty are concerned about designing educational processes that enhance student’s learning (Bennett, 2003; Page & Mukherjee, 2000), while developing ‘critical beings’ that manage complexity, uncertainty, equivocality and value conflicts (Dehler, Welsh, & Lewis, 2001).”
Tertiary education for the knowledge society (2008, methodology): “Bennett, B. (2002), “The New Style Boards of Governors – Are They Working?” Higher Education Quarterly, Vol. 56, No. 3. Bennett, C. (1997), “Understanding Ripple Effects: the Cross-national Adoption of Policy Instrument for Bureaucratic Accountability”, Governance, Vol. 10, No. 3. Berdahl, R. (1990)”
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): “Concern with respect to debt and money worries reflected in the present sample concurs with the work of Bennett (2003), who found that the strongest influence on the stay/quit decision within a sample of business studies undergraduates within a new university was financial in nature.”
Stress among higher education students: towards a research agenda (2008, background): “A conclusion confirmed by Bennett (2003) who, in a study of business undergraduates, found a significant correlation between stress and poor academic”
Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers (2015, background): “A number of studies show that insecurity and perceived obstacles lead to higher drop-out rates or ex-ante avoidance of programs that are associated with obstacles (Araque, Roldán, & Salguero, 2009; Belloc, Maruotti, & Petrella, 2010; Bennett, 2003; Lassibille & Navarro Gómez, 2008).”
Why students drop out CS1 course? (2006, methodology): “[4] R. Bennett.”