The role of the first-year experience in student attrition

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2020-09-01 DOI:10.1080/13538322.2020.1815285

I. Shcheglova, E. Gorbunova, I. Chirikov

引用次数: 11

Abstract

ABSTRACT Quality assurance in higher education often emphasises the importance of lowering student attrition. The first year of study is a crucial period for mitigating risks of attrition as this is the time when students develop a sense of belonging, and academic and personal connections. This study explores the long-term effects of the first-year student experience on attrition during their four years of study using two longitudinal datasets from a highly selective Russian university. First-year student data from the Student Experience in the Research University (SERU) survey for two cohorts of students with graduation data four years later were combined to identify factors that increase attrition. Student disengagement and lower academic aspirations during the first year of study are associated with student attrition in both cohorts. Policy implications of the findings for Russia and post-communist higher education systems with attrition linked to academic performance are discussed.

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第一年的经验在学生流失中的作用

高等教育的质量保证往往强调降低学生流失率的重要性。第一年的学习是降低流失率的关键时期，因为这是学生建立归属感、建立学术和人际关系的时期。本研究利用来自俄罗斯一所高选择性大学的两个纵向数据集，探讨了一年级学生在四年学习期间的经历对流失率的长期影响。从研究型大学(SERU)的学生经历调查中获得的一年级学生数据与四年后的毕业数据相结合，以确定增加流失率的因素。在这两个群体中，第一年学习期间学生的脱离和较低的学业抱负与学生的流失有关。研究结果对俄罗斯和后共产主义高等教育体系的政策影响，以及与学习成绩相关的人员流失进行了讨论。

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

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.