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Delve into a thorough examination of dropout behavior among UOC Doctorand students with a focus on long-term enrollment patterns and the impact of time. This study aims to redefine dropout definitions and explore causal analysis through empirical data collection and qualitative analysis methods. The objective is to characterize dropouts and understand the underlying causes, with an emphasis on the time factor perspective.
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Dropout in online HE: the case of UOC Doctorand: Josep Grau Valldosera Tutor: JuliàMinguillón Alfonso Espai de paginació 2 / 25
Objectives • Whytoinvestigateabout Time Factor? “The quantitative method dominant in the social and learning sciences—variable centered variance theory—is of limited value for studying change on longer time scales“ (Reimman, 2009) As long as we define dropoutbasedon a “long-term” perspectiveof studentsenrolmentbehaviourthroughalltheir “academicjourney”, itseemsthatweshouldconsider Time Factor in ourmethodology
Objectives (II) Whichwereyourobjective/s? • A) Dropoutdefinition • takesintoaccount along-termperspective, based in the (non) enrolmentpattern of thestudentsduringconsecutiveperiods • B) Dropoutdescription (causal analysis?) can a “dropoutprocess” bedefined?
New student Break Active Dropout-definition Dropout first semester Grade Drop out
Methodology • Approach: empirical (huge amount of data available) • Procedure: from general data (quantitative) to more specific (probably some interviews will be made) • Data collection • definition objective: enrolment data extracted from academic records (~ 110.000 students)) • description / cause analysis: possibly a collection of variables / events based on qualitative analysis? • Units of analysis: semester
Resultsorexpectedresults Application of anempirical and objectiveanalysis dropoutdefinition Characterisation of dropout (1st semester/ phase of “erosion” / random) Consideration of a time factor perspectiveto describe dropout and its causes