This study projects a systematic review on higher education voluntary or involuntary exclusion or dropout, analyses dropout from different theoretical perspectives, sheds light on dropout in Catalonia, explores multiple policies to prevent it, and inspects the relation between dropout and diversity management.
The general targets of this study are to identify the most frequent antecedents of student’s exclusion from higher education programs, to prove that the examination of dropout is an essential step in the process of reforming or updating the higher education institutions, to highlight the importance of dropout rates as performance indicators, and to come up with some innovative inclusion strategies to decrease dropout. The specific objectives of this study are to investigate the dropout phenomenon in the faculty of Education in Catalan public universities, to explore the process of managing dropout cases, to study the communication procedure in the faculty, and to analyse and update the used retention strategies that can lead to students’ inclusion.
Chen (n.d.) categorizes the theories analyzing the reasons of dropout in five; psychological related to individual features, sociological and economic caused by exterior reasons, organizational affected by institutions, and interactionalist combining both individual and environmental elements. The psychological factors include the attitude- behavior theory, the coping behavioral approach theory, the self-efficacy theory, and the attribution theory (Bean & Eaton, 2001; Kuh., Kinzie, Buckley, Bridges, & Hayek, 2006).The sociological were discussed in the conflict theory by Clark (1960), the social reproduction theory by Bourdieu (1973, 1977), and the social attainment theory (as cited in Chen, n.d.).Organizational factors were tackled in the causal model of student attrition by Bean (1980, 1983) and model of turnover by Price (1977) (as cited in Chen, n.d.). As for the interactionalist, the beginning was with Durkheim (1951) suicide model, and the peak with Tinto’s (1992, 1993) attrition model (as cited in Chen, n.d.). Finally, two main theories discussed the economic factors; the human capital theory of Becker (1964), Schultz/Nelson-Phelps (1966, 1967), Bowles-Gintis (1976) and Gardner (1983), and Radner and Miller’s (1975) demand theory (as cited in Chen, n.d.).
In order to decrease dropout, most researchers stressed on the importance of creating an early prediction tool that recognizes students at risk and offer them support (Tinto, 2004; Rodríguez-Gómez, Feixas, Gairín, & Muñoz, 2012, 2015; Hasbun, Araya, & Villalon, 2016). The study found that the general dropout predictors ( (Kuh et al., 2006; Zajacova, Lynch, & Espenshade , 2005; Ascend Learning, LCC, 2012; Christenson, Reschly, & Wylie, 2012; Sallán, Y Avila, & Villegas, 2014; Gentry, 2014; Hasbun et al., 2016) which are valuable when creating such a tool can be distributed in the Four Layers Model of the “Dimension of Diversity” wheel by Gardenswartz & Rowe (2008) to which the study adds an additional layer named academic dimension; which proves that managing diversity is crucial when tackling higher education dropout.
In order to deal with dropout, several retention strategies that offered financial assistance (Chen, n.d.; European Commission, 2015), psychological assistance (Bean et al., 2001; Tinto, 2004; Kuh et al., 2006; Christenson et al., 2012; Gentry, 2014, European Commission, 2015), and organizational assistance (Kuh et al., 2006; Ascend Learning, LLC, 2012, Gentry, 2014, European Commission, 2015) were already implemented.
Although many retention practices were implemented by Catalan public universities, they never had a long-lasting effect (Rodríguez-Gómez et al., 2012, 2015; Rodríguez-Gómez, Meneses, Gairín, Feixas, & Muñoz-Moreno, 2016) from which the importance of this study.