Exploring relatedness to field of study as an indicator of student retention

Abstract

Currently, tertiary education student retention is an important concern for universities. Prior research suggests that course completion depends on a number of factors, many of which are recalcitrant to intervention. This paper explores one factor: student relatedness to their chosen course and profession, as evidenced within two education courses. The analysis of survey and focus group data from first year, semester one students has found that the respondents relate to their course and their profession more idealistically than pragmatically. We suggest that relative unawareness of the realities of teaching might retain students in the early years, only to cause attrition when harsher realities of classrooms set in during the later years of their course. Two possible interventions are considered: post‐structurally‐derived critical reflection and peer mentoring in the hope that they will facilitate a blend of idealism and pragmatism that will sustain students to course completion and entry into their profession.

Notes

* Corresponding author: Center for Applied Language, Literacy and Communication Studies, Griffith University, Nathan Qld 4111, Australia. Email: [email protected]

Additional information

Notes on contributors

Glenice Watson *

* Corresponding author: Center for Applied Language, Literacy and Communication Studies, Griffith University, Nathan Qld 4111, Australia. Email: [email protected]