CHAGAS LOPES, MARGARIDA and LEAO FERNANDES, GRAÇA (2011): Interruptions and failure in higher education: evidence from ISEG-UTL. Published in: European Education Research Journal , Vol. 10, No. 3 (17. October 2011): pp. 445-460.
Download (711kB) | Preview
Abstract Failure in Higher Education (HE) is the outcome of multiple time-dependent determinants. Interruptions in student’s individual school trajectories are one of them and that’s why research on this topic has been attracting much attention these days.
From an individual point of view, it is expected that interruptions in school trajectory, whatever the reason, influence success in undergraduate programs either this success is measured by time required to obtain a degree, the scores obtained in some more “critical” subjects in these programs or the number of enrolment registrations. Nevertheless, performing a paid job during interruption may in given circumstances positively affect academic success on account of the combination between learning and occupational experience
The study of interruptions’ impact on failure in HE is also important to help Education institutions at all grades to think about changes in organisational procedures, class timetables, syllabuses contents or teachers recruitment and training in order to fight this problem.
From a social and political point of view, interruptions are also a matter of concern since failure in HE affects individual’s lifelong learning opportunities, distort public funding allocation efficiency to HE institutions and create lag effects in the desired/planned outcomes of HE production functions. So, research on the impact of interruptions on failure in HE is important to support policy measures definition related to the articulation between Upper Secondary and HE programs.
In previous research we have shed some light into the determinants of failure in 1st year of HE studies using longitudinal data on ISEG’s undergraduate students. A further insight into this database revealed the existence of a meaningful number of students with interruptions in their school trajectories either in the transition from Upper Secondary to HE or within HE programs.
In this paper our major concern is to find some evidence on interruptions effects on HE failure among ISEG students using a life cycle approach with control group. We are interested in knowing whether the above mentioned effects are gender and/or specific graduation program neutral. We also want to search if work experience may counter balance the effect of interruption on academic success. We hope to be able to derive some useful recommendations to address policy making in the fields of pedagogic methodologies in HE, articulation between academic and occupational learning in the framework of Bologna Chart and public funding/fellowship policies in HE.
|Item Type:||MPRA Paper|
|Original Title:||Interruptions and failure in higher education: evidence from ISEG-UTL|
|Keywords:||Key words: Portuguese Higher Education; Interruption; Failure; Adult Students; Bologna Chart; Policy Implications|
|Subjects:||A - General Economics and Teaching > A2 - Economic Education and Teaching of Economics > A23 - Graduate
I - Health, Education, and Welfare > I2 - Education and Research Institutions > I23 - Higher Education ; Research Institutions
|Depositing User:||Professor Margarida Chagas Lopes|
|Date Deposited:||20. Oct 2011 16:39|
|Last Modified:||06. Oct 2015 07:44|
Becker, G. (1964), Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, Chicago: University of Chicago Press (1964; 1993 3rd. Ed).
Bidart, C. and Lavenu, D. (2005), “Evolutions of personal networks and life events”, Social Networks, 27(2005), 359-376 (Acc: http://halshs.archives-ouvertes.fr/docs/00/05/25/50/pdf, the 12th July 2009).
Cerdeira, L. (2009), “O Financiamento do Ensino Superior Português. A partilha de custos”, doctoral thesis, Lisbon, University of Lisbon.
Chagas Lopes, M. (2007), “Formação Profissional e Crise do Emprego”, Cadernos Sociedade e Trabalho (IV) – Formação Profissional, Lisbon, Ministério da Segurança Social e do Trabalho.
Chagas Lopes, M. e Leão Fernandes, (2008) “Success/Failure in Higher Education: how long does it take to complete some core 1st. year subjects?” (co-author).ECER Conference “From teaching to learning”, September, Gotemburg, Sweden.
EC (2007), Key Data on Higher Education in Europe, Luxembourg, Eurydice & Eurostat, Acc. http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/088EN.pdf , the 23rd February 2010.
EC (2010), “Focus on Higher Education in Europe 2010: The Impact of the Bologna Process”, EURYDICE, (Acc. http://eacea.ec.europa.eu/about/eurydice/index_en.htm, December 2010).
EUROSTAT Database (Acc http://epp.eurostat.ec.europa.eu/portal/page/portal/statistics/search_database, 23rd February 2010)
ISEG Pedagogic Observatory (2010), Report on the impacts of the Bologna Reform on Academic Success in ISEG”, Conference Paper, ISEG, October 2010.
Jacob, M. and Weiss, F. (2008), “From higher education to work – patterns of labour market entry in Germany and the US”, Arbeitspapiere – Zentrum für Europäische Sozialforschung, nº 110 (Acc: http://www.mzes.uni-manheim.de in 5th July 2009).
Leão Fernandes e Chagas Lopes, M., (2008) “ISEG undergraduate students: determinants of academic performance” (co-author). ECER Conference “From teaching to learning”, September, Gotemburg, Sweden.
Lüede, R. (2009), Less rather than more internationalization? Unintended effects of the Bologna Process, Revista de la Educación Superior, Vol XXXVIII (3), Nº 151.
Makinen, J., Olkimora, E. and Lonke, K. (2004), “Students at risk: students’ general study orientations and abandoning/prolonging the course of studies”, Higher Education (48:2).
Mincer, J. (1958), “Investment in Human Capital and Personal Income Distribution”, The Journal of Political Economy, vol. LXVI (4).
Musselin, C. (2009), “The side-effects of the Bologna Process on National Institutional Settings: the case of France”, Higher Education Dynamics, vol 26, Part III.
OECD (2002), Education at a Glance – Glossary of Statistical Terms (Acc: http://stats.oecd.org/glossary/detail.asp?ID=5441, 30th May 2011).
OECD (2009), Education at a Glance (Acc: http://www.oecd.org/document/24/0,3343,en_2649_39263238_43586328_1_1_1_1,00.html , 25th February 2010).
Parri, J. and Aas, K. (2006), “National examination scores as predictors of university students’ performance in Estonia”, University of Tarty, Trames, 10(60/55), 3, 255-267 (Acc. http://www.kirj.ee/public/trames/trames-2006-3-4.pdf, the 14th. September 2009).
Parvan, S.-V. (2007), Statistics in Focus, nº 116, EUROSTAT, Acc http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-SF-07-116/EN/KS-SF-07-116-EN.PDF, April, 28th, 2011).
Pausits, A. & Peller, A. (2009), “The Winds of Change: Higher Education Management Programmes in Europe”, Higher Education in Europe, 1469-8358, Volume 34, Issue 1, 2009, Pages 39 – 49.
Scott, M.A. and Bernhardt, A. (2000), “Pathways to educational attainment: their effects on early career development”, Institute on Education and the Economy, IEE BRIEF nº 28 (Acc. http://edr.sagepub.com/cgi/content/abstract/30/1/5, the 12th. June 2009).
Teleshova, I.G. et al (no data), Factors determining accessibility of complete higher education at an elite higher education institution: example of the Lomonosov Moscow State University, Moscow, Moscow State University. (Acc. http://www.socpol.ru/eng/research_projects/proj5_digest.shtml, the 10th July 2009).
Yorke, M. & Longden, B. (2008), The first-year experience of higher education in the UK - Final Report, London: The Higher Education Academy.
Willis, R.J. (1987), “Wage determinants: a survey and reinterpretation of human capital earning functions”, Handbook of Labour Economics, Orley Ashenfelter and Richard Layard (publ.), London and New York, North Holland, pp. 525-602.