This contribution develops a topic of high interest, as the university dropout. Research on university dropout is extensive. Proof of this is the repository developed by the Center for the Study of College Student Retention, where more than 1400 references are available. There are also journals in this area, such as the Journal of College Student Retention: Research, Theory and Practice and Journal of College Student Development. In addition, the European Journal of Education (2014, 49, 4) dedicated a special issue to dropout from university. Undoubtedly, it is an international problem that universities are facing.

The causes of dropout are diverse : involuntary (due to administrative breach or failure to comply with regulations), because of  previous poor training, low self-esteem, inadequate choice of studies, deficiencies in the quality of teaching, deficits in student learning potential and other circumstantial factors (as financial, compatibility with an occupation, change of address, health problems, family obligations, etc.). Sometimes studies are left to initiate others in the same institution or in another institution; leave  university and go to another to complete initiated studies; give up university education to start training routes outside  university or join the workforce; disrupt the formation with the intent to return in the future, especially (Corominas, 2001; Rickinson and Rutherford, 1996).

University dropout consequences are both personal, institutional and social (Vossensteyn et al, 2015). Failure and dropout rates are  a problem of enormous significance, because of the large number of people affected and the negative effect it has on the institution itself, in addition to the important material cost involved, is mainly a personal problem (Assiter and Gibbs, 2007). From all this, is evident the need to establish university policies that make possible reducing  the rate of university dropout.

It has been demonstrated that the university dropout relies heavily on the transition university experience, the first year in university is a key moment (Tinto, 1975, 2010; Braxton, Milem and Sullivan, 2000; Murtaugh, Burns and Schuster, 1999; Yorke, 1999; Wisker et al., 2008). The starter period in university includes the transition covering the preceding year and the next year. Therefore, it is considered that the university transition is completed the first year. Furthermore, in some cases often coincides with other life transitions of great complexity as the end of adolescence and tension involved for the student's autonomy about higher education as a different period (Johnston, 2010). Then, transition to university is a complex event, in the words of Cooke et al (2006, 514) “time of heightened anxiety”. During this period, students move from school to shelter the impersonality of a large institution such as the university. Moreover, the logic of change and different conception of education causes students  to  not have clear expectations regarding the scope and content of university education.

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