Study environment factors associated with retention in higher education

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2022-05-11 DOI:10.1080/23752696.2022.2072361

A. Qvortrup, E. Lykkegaard

引用次数: 1

Abstract

ABSTRACT There is a substantial body of research concerned with student retention in higher education. However, in regard to factors related to study environment, existing research is described as incomplete. Based on Tinto’s institutional departure model and a literature review of recent international articles on dropout in higher education, this article suggests a revised model for understanding dropout processes. The model envisages study environment as a concept consisting of overlapping domains of a social system, an academic system, and teaching. The article distinguishes between factors related to each of these three systems and discusses how they can be used to understand and prevent dropouts.

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与高等教育留校有关的学习环境因素

有大量的研究涉及高等教育中的学生保留问题。然而，关于学习环境的相关因素，现有的研究是不完整的。基于Tinto的制度离校模型和对近期国际上关于高等教育辍学的文献综述，本文提出了一个理解辍学过程的修正模型。该模型将学习环境设想为一个概念，由社会系统、学术系统和教学的重叠领域组成。本文区分了与这三个系统相关的因素，并讨论了如何使用它们来理解和预防辍学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.