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    Student drop-out: an investigation into reasons for students leaving Bioscience programmes in one new university, over a period of five years.

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    Authors
    Allan, Joanna
    Bentley, Hilary
    Issue Date
    2006
    
    Metadata
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    Abstract
    The impetus for supporting the development of students’ learning in higher education (HE) comes as a result of the impact of a range of factors affecting the profile of undergraduate students world-wide. In the UK, the widening participation agenda is a key driver that is predicated on the premise that ‘we cannot afford to waste talent simply because of a reluctance to foster it’ (HEFCE, 2006: 9). In seeking to address the discrepancies in the participation rates between different social classes, universities in the UK are offering fair access to HE to disabled students, mature students and men and women from all ethnic backgrounds. Modern universities (founded post- 1992) especially have found that large numbers of students now come from non-traditional backgrounds, and that there are difficulties associated with supporting and fostering learning where students’ prior educational experiences are very varied (Bamber and Tett, 2000; McInnis, 2001; Zeegers and Martin, 2001). There is little value for HE institutions in attracting students on to courses if they subsequently drop out of their studies, but the factors influencing attrition rates are both wide-ranging and complex.
    Citation
    Widening Participation and Lifelong Learning, 8(3): 40-46.
    Publisher
    Stafford: Staffordshire University
    Journal
    Widening Participation and Lifelong Learning
    URI
    http://hdl.handle.net/2436/47531
    Additional Links
    http://www.staffs.ac.uk/journal/voleightthree/resnotetwo.htm
    Type
    Journal article
    Language
    en
    ISSN
    1466-6529
    Collections
    Faculty of Education, Health and Wellbeing

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