Understanding Catalan university dropout from a cross-national approach

Abstract

The dropout rate is an indicator of complex analysis and there is no consensus on its significance. Universities lack systematized, univocal methods for collecting student dropout data, making measurement problematic. In consequence, the formulas applied to analyze this phenomenon differ between countries and it is therefore an immense challenge to perform comparative studies. The aim of this paper is to provide a general overview of student dropout in Spain and in Catalonia compared to other international university contexts. Compiled data come from several reports produced by national and international organizations as well as by a research project funded by the Catalan University Quality Assurance Agency (AQU). The perspective provided on how this phenomenon is being studied and dealt with in several contexts may help design actions to increase student retention and performance in higher education institutions (HEIs).

Keywords:

• comparative study
• retention
• university dropout
• university practices
• university governance

Acknowledgments

This work was developed within the framework of the research project (‘Estudi per analitzar dades i causes de l'abandonament dels estudiants a la universitat’ – ref. IUE/3012/2007) funded by the Catalan University Quality Assurance Agency.

Notes

1. Distribution of institutions and registrations: http://www.carnegiefoundation.org/classifications/index.asp?key=805

2. We refer to the Bologna Process as the one which launched the European Higher Education Area in 2010, by which students can choose from a wide and transparent range of high quality courses throughout Europe and benefit from smooth recognition procedures. The three main objectives of the Bologna Process have been: introduction of the three cycle system (bachelor/master/doctorate), quality assurance and recognition of qualifications and periods of study among HEIs within the EHEA.

3. The graduation rate corresponds to ‘the percentage of the population in the typical age cohort for tertiary education that successfully completes tertiary programmes’ (OECD 2009, 72).