Satisfaction with the institution as a predictor of the intention to drop out in online higher education

Abstract

Enrollment in online higher education (OHE) programs has witnessed a substantial increase, owing to the benefits and added value it offers students. However, one of the main challenges in this educational modality is attrition. While research on attrition in online settings is plentiful, studies on student satisfaction with higher education institutions (HEIs) in these settings are still nascent. Therefore, this article aimed to assess the impact of student satisfaction with HEIs on their intention to drop out in the OHE environment, seeking to identify specific constructs that influence student satisfaction in this educational modality. To achieve this, a partial least squares structural equation modeling was employed to examine the relationship between satisfaction with the institution and the intention to drop out. The model was parameterized using data from a sample of 524 participants across the 32 departments of Colombia. The study revealed that satisfaction with various aspects of OHE variably affects overall satisfaction with the HEI and the intention to drop out. Despite significant effect sizes, the lack of statistical significance in certain areas suggests further research. These findings are crucial for developing strategies to improve the educational experience and reduce attrition in OHE.

Keywords:

• Satisfaction
• attrition
• virtual learning
• higher education
• higher education institutions

Reviewing Editor:

• Stephen Darwin, Universidad Alberto Hurtado, Chile [email protected]

Subjects:

• Higher Education
• Open & Distance Education and eLearning
• School Leadership, Management & Administration

Data availability statement

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to the current Colombian laws that require the signing of a data transfer contract between the ‘Corporación Universitaria de Asturias’ and the applicants.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Alfredo Guzmán Rincón

Alfredo Guzmán Rincón Ph.D. in Policy Modeling and Public Management from the Jorge Tadeo Lozano University, Master's in Engineering from the Monterrey Institute of Technology and Higher Education, and undergraduate degree in Commercial Engineering from the U.D.C.A. Currently a doctoral candidate in System Dynamics at UNIPA.

Pedro Aurelio Sotomayor Soloaga

Pedro Aurelio Sotomayor Soloaga Academic from the University of Atacama, Chile, Associate Professor Hierarchy. Psychologist and Graduate in Psychology from the University of La Serena, Chile. Master in Organizational Development and Strategic People Management from the Diego Portales University, Chile and Doctor in Education from the Autonomous University of Barcelona, Spain. During his professional career he has developed various specializations at the postgraduate level, diplomas and courses, which have allowed him to maintain constant updating in his disciplinary area. With a vast academic, research and university management career, he currently works as a teacher in postgraduate programs in Chile and abroad and director of undergraduate and postgraduate theses. His research interests are focused on dropout in Higher Education, Educational Leadership and Management, and Health and well-being of teachers and educational communities.

Ruby Lorena Carrillo Barbosa

Ruby Lorena Carrillo Barbosa Research professor at the Fundación Universitaria Konrad Lorenz, with interest in research topics such as: Marketing, Education and Entrepreneurship.

Sandra Patricia Barragán-Moreno

Sandra Patricia Barragán Moreno Associate Professor of Mathematics in the Department of Basic Sciences and Modeling at the University of Bogotá Jorge Tadeo Lozano, Colombia. She holds a Ph.D. in Modeling for Policy and Public Management from the Universitá degli Studi di Palermo, Italy, and the University of Bogotá Jorge Tadeo Lozano, Colombia. She also has a Master’s degree in Mathematical Sciences from the National University of Colombia