Dropout and completion in higher education in Europe: main report

Johan J. Vossensteyn, Andrea Kottmann, Benjamin W.A. Jongbloed, Franciscus Kaiser, Leon Cremonini, Bjorn Stensaker, Elisabeth Hovdhaugen, Sabine Wollscheid

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Abstract

Improving completion and reducing dropout in higher education are key concerns for higher education in Europe. This study on dropout and completion in higher education in Europe demonstrates that national governments and higher education institutions use three different study success objectives: completion, time-to-degree and retention. To address these objectives policy makers at national and institutional level apply various policy instruments. These can be categorized under three main policy headings: financial incentives; information and support for students; and organizational issues. The evidence indicates that countries that have more explicit study success objectives, targets and policies are likely to be more successful. Particularly if the policy approach is comprehensive and consistent. As such, it is important that study success is an issue in the information provision to (prospective) students, in financial incentives for students and institutions, in quality assurance, and in the education pathways offered to students. Furthermore, increasing the responsibility of higher education institutions for study success, for example in the area of selecting, matching, tracking, counselling, mentoring and integrating students in academic life is clearly effective. Finally, to support the policy debate and monitoring of study success evidence, there is a need for more systematic international comparative data and thorough analysis of the effectiveness of study success policies
Original languageEnglish
PublisherEuropean Union
ISBN (Print)978-92-79-52352-6
DOIs
Publication statusPublished - 2015

Publication series

Name
PublisherEuropean Union

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drop-out
education
student
incentive
policy approach
quality assurance
mentoring
evidence
counseling
monitoring
responsibility

Keywords

  • METIS-313655
  • IR-98513

Cite this

Vossensteyn, Johan J. ; Kottmann, Andrea ; Jongbloed, Benjamin W.A. ; Kaiser, Franciscus ; Cremonini, Leon ; Stensaker, Bjorn ; Hovdhaugen, Elisabeth ; Wollscheid, Sabine. / Dropout and completion in higher education in Europe: main report. European Union, 2015.
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Dropout and completion in higher education in Europe: main report. / Vossensteyn, Johan J.; Kottmann, Andrea; Jongbloed, Benjamin W.A.; Kaiser, Franciscus; Cremonini, Leon; Stensaker, Bjorn; Hovdhaugen, Elisabeth; Wollscheid, Sabine.

European Union, 2015.

Research output: Book/ReportReportProfessional

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AB - Improving completion and reducing dropout in higher education are key concerns for higher education in Europe. This study on dropout and completion in higher education in Europe demonstrates that national governments and higher education institutions use three different study success objectives: completion, time-to-degree and retention. To address these objectives policy makers at national and institutional level apply various policy instruments. These can be categorized under three main policy headings: financial incentives; information and support for students; and organizational issues. The evidence indicates that countries that have more explicit study success objectives, targets and policies are likely to be more successful. Particularly if the policy approach is comprehensive and consistent. As such, it is important that study success is an issue in the information provision to (prospective) students, in financial incentives for students and institutions, in quality assurance, and in the education pathways offered to students. Furthermore, increasing the responsibility of higher education institutions for study success, for example in the area of selecting, matching, tracking, counselling, mentoring and integrating students in academic life is clearly effective. Finally, to support the policy debate and monitoring of study success evidence, there is a need for more systematic international comparative data and thorough analysis of the effectiveness of study success policies

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