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Project overview

Cohort analysis of student drop-out – the class of 2010. Project overview. Literature review: Poor school background Poor preparation for Higher E d Etc. Stats and prelim data analysis (Dalia).

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Project overview

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  1. Cohort analysis of student drop-out – the class of 2010 Project overview • Literature review: • Poor school background • Poor preparation for Higher EdEtc. • Stats and prelim data analysis • (Dalia) • Conceptual framework for the studyShaping (lens for) a fine grained analysis within a bounded system • What about the numbers – drop out across the years of study(Busi)/Michael • Institution support provided by the Academic Development co-ordinators(Daisy) • Tracer study of students that had dropped out from UKZN • (Sadhana)/Temesgen • Students’ concerns about institutional issues that led to their drop-out • AD co-ordinators’ concerns about institutional issues that leads to student drop-out • Students’ personal reasons for drop-out • Academic development co-ordinators’ perspective on academic support So where is the problem?

  2. Drop out analysis from HEIs in South Africa (from literature) • Status: • progression and retention rates at South African Universities currently rank amongst the lowest in the world • approx 15% of students of a cohort graduate in the minimum study period. • 40% of students drop out of university in their first year of study • The drop-outs are largely amongst Africa students

  3. Reasons (most common) include: • In SA - • finance, • poor school preparation, and • inadequate teaching and support at higher education institutions. • In other parts of the world: • reasons for high dropout from higher education seems to be located within a students’ experience discourse suggesting that negative students experiences of higher education is the root cause of student dropout • lack of quality within higher education • academic staffs’ effectiveness

  4. analysis of lit review: • If you look through the students lens, student dropout is viewed largely as a result of negative students’ experiences of campus life. • Looking through the lens of the institutions, student dropout is viewed largely as from external background factors.

  5. Institutional stats on student throughput in undergraduate prog

  6. Institutional stats cont.student dropout patterns

  7. Conceptual framework guiding the study • framework

  8. Summary • Symbolic vs actual achievements (statistical modeling could assist in evaluating this tension) • Individual vs group achievements (need to shift our discourses from group discourses to particular discourses – as is evident in the various qualitative analysis) • Access does not stand on its own. It must be accompanied by support and monitoring (the questions is: what support and by whom) • EFA issues of target setting and target attainment are playing out in higher educ (how can we learn from other agendas within a transformation gaze?)

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