Success/Failure in Higher Education:how long does it take to complete some core 1st. year disciplines?
Despite the enormous increasing in Higher Education (HE) enrolment during the last decades in Portugal, retention rates remain very high when compared to most European Union countries'.This outcome is particularly meaningful for a set of 1st year's critical matters which failure severely conditions subsequent success as they are part of the scientific domain's basic knowledge.In this paper we investigate this feature for ISEG (School of Economics and Management of the Technical University of Lisbon) and consider its Pedagogic Observatory database which includes more than 1,500 individual data relative to the four graduation programmes. As relative failure expresses frequently under the form of longer time spells needed to complete thgose disciplines in this paper we adjusted a duration model (with control group)in order to assess the main determinants of the "survival" probabilities. After having controlled for ability, the results we obtained from Cox Regression show that the economic and social status of the family of origin, especially mother's and father's school level and occupation go on influencing students' results although not so meaningfully as in previous educational phases. Also the specific graduation track - Economics, Management, Mathematics applied to Economics & Management and Finances - appear to be deeply associated with success or retention. Nevertheless, the main determinant of relative success/failure is the student's situation towards the labour market, a meaningful proportion of them having to perform a paid occupation to afford to pay for education costs. Therefore our policy reccommendations are twofold: i) to shed light on the need for a more robust Government's Social Policy towards HE students especially now that the Bologna Reform imposes an heavier budgetary burden upon students; ii)to emphasize the finantial, organizational and syllabuses' reforms that HE institutions need to develope in order to capture and keep the "new publics" namely adult students for whom combining study and paid work represents the only available funding source.
|Date of creation:||31 Mar 2010|
|Contact details of provider:|| Postal: Ludwigstraße 33, D-80539 Munich, Germany|
Web page: https://mpra.ub.uni-muenchen.de
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- repec:cep:sticas:/123 is not listed on IDEAS
- Philippe Belley & Lance Lochner, 2007.
"The Changing Role of Family Income and Ability in Determining Educational Achievement,"
Journal of Human Capital,
University of Chicago Press, vol. 1(1), pages 37-89.
- Philippe Belley & Lance Lochner, 2007. "The Changing Role of Family Income and Ability in Determining Educational Achievement," Working Papers 2011-037, Human Capital and Economic Opportunity Working Group.
- Belley, Phillippe & Lochner, Lance, 2009. "The Changing Role of Family Income and Ability in Determining Educational Achievement," CLSSRN working papers clsrn_admin-2009-9, Vancouver School of Economics, revised 02 Feb 2009.
- Philippe Belley & Lance Lochner, 2008. "The Changing Role of Family Income and Ability in Determining Educational Achievement," University of Western Ontario, Centre for Human Capital and Productivity (CHCP) Working Papers 20081, University of Western Ontario, Centre for Human Capital and Productivity (CHCP).
- Philippe Belley & Lance Lochner, 2007. "The Changing Role of Family Income and Ability in Determining Educational Achievement," NBER Working Papers 13527, National Bureau of Economic Research, Inc.
- Ammermüller, Andreas, 2005. "Educational Opportunities and the Role of Institutions," ZEW Discussion Papers 05-44, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
- Chagas Lopes, Margarida & Medeiros, João, 2004. "School Failure and Intergenerational “Human Capital” Transmission in Portugal," MPRA Paper 26764, University Library of Munich, Germany.
- Sandra E. Black & Paul J. Devereaux & Kjell Salvanes, 2004. "Fast Times at Ridgemont High? The Effect of Compulsory Schooling Laws on Teenage Births," NBER Working Papers 10911, National Bureau of Economic Research, Inc.
- Black, Sandra E. & Devereux, Paul J. & Salvanes, Kjell G., 2004. "Fast Times at Ridgemont High? The Effect of Compulsory Schooling Laws on Teenage Births," IZA Discussion Papers 1416, Institute for the Study of Labor (IZA).
- Paul J. Devereux, 2004. "Fast times at Ridgemont High? The effect of compulsory schooling laws on teenage births," Open Access publications 10197/751, School of Economics, University College Dublin.
- Plug, Erik, 2002. "How Do Parents Raise the Educational Attainment of Future Generations?," IZA Discussion Papers 652, Institute for the Study of Labor (IZA).
- Margarida Chagas Lopes, 2007. "Time to Complete a Pos-graduation: some evidence of “school effect” upon ISCED 6 trajectories," Working Papers Department of Economics 2007/07, ISEG - School of Economics and Management, Department of Economics, University of Lisbon.
- Chagas Lopes, Margarida & Medeiros, João & PINTO, AQUILES, 2005. "Does School Improve Equity? Some Key Findings from Portuguese Data," MPRA Paper 26762, University Library of Munich, Germany. Full references (including those not matched with items on IDEAS)