Factors influencing dropout and academic performance

An Australian higher education equity perspective

Datos Bibliográficos

ID4545801
AutoresIan W Li (0000-0002-1438-8830, The University of Western Australia), David R Carroll (0000-0003-2804-1413, The University of Western Australia)
Año2020
Volumen42
Número1
Páginas14-30
Fecha de publicación2020-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Higher Education Policy and Management (JOURNAL)
Identificadores de la revistaISSN: 1360-080X • E-ISSN: 1469-9508
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1360080x.2019.1649993
OpenAlexW2965350852
IdiomaEN
Citas recibidas36
Referencias citadas13

There has been increasing access to higher education enrolment for disadvantaged individuals following the Bradley Review of Australian higher education. While progress has been made, students from equity groups are still found to lag behind their privileged counterparts in completing higher education. This study examines higher education academic outcomes for equity groups in Australia, specifically, students considering dropout, actual dropout, and marks. The influence of student satisfaction on those academic outcomes are also examined. Students from equity groups tend to have poorer academic marks and are more likely to consider dropout, with health and financial reasons found to be important determinants. These findings support the need for multi-faceted initiatives to support higher education students from equity backgrounds

Academic achievement · Demographic economics · Disadvantaged · Dropout (neural networks · Economic growth · Economics · Equity (law · Higher education · Medical education · Pedagogy · Political science · Education Systems and Policy · Higher Education Research Studies · Kawasaki Disease and Coronary Complications · Medicine · Psychology