Factors Influencing Dropout and Academic Performance: An Australian Higher Education Equity Perspective

Autor/inn/en	Li, Ian W.; Carroll, David R.
Titel	Factors Influencing Dropout and Academic Performance: An Australian Higher Education Equity Perspective
Quelle	In: Journal of Higher Education Policy and Management, 42 (2020) 1, S.14-30 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Ian W.) ORCID (Carroll, David R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2019.1649993
Schlagwörter	Equal Education; Dropouts; Academic Achievement; Outcomes of Education; Grades (Scholastic); Higher Education; Foreign Countries; Access to Education; Disadvantaged; Achievement Gap; Student Attitudes; Socioeconomic Background; Educational Attainment; Undergraduate Students; School Holding Power; Academic Persistence; Rural Areas; Students with Disabilities; Indigenous Populations; Females; STEM Education; First Generation College Students; Student Characteristics; Australia + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; Lernleistung; Schulerfolg; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Sozioökonomische Lage; Bildungsabschluss; Bildungsgut; Rural area; Ländlicher Raum; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sinti und Roma; Weibliches Geschlecht; STEM; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01