During the last decades, the number of non-traditional students (NTS) at European Universities has grown significantly (Hauschildt et al., 2021). There are different ways to define NTS – in our poster presentation we take one possible definition of Schuetze and Slowey and define NTS as first-in-family students whose parents did not graduate in higher education (Schuezte and Slowey, 2002). Numbers for this specific group of students vary across Europe and the actual share of first-in-family students – respectively NTS – ranges between approx. 20 % (Norway) and 70 % (Turkey), in Austria approximately 60 % of the students are first-in-family students(Unger et al., 2020). Despite this development, there are still barriers to and in university based on social inequality (Zaussinger et al., 2016). Not only is the access to university but also student attrition affected by social inequality. NTS also have a higher dropout risk than students with a more privileged background – in an economic, social and cultural sense (Lehmann, 2007; Gury 2009; Quinn, 2013; Nairz‑Wirth and Feldmann, 2018; Cessna et al., 2018). Independent from the distinction between non-traditional and traditional students, the matter of student attrition and dropout is socially relevant as well as for education policy. European universities already report of high dropout rates – in Austria, the average dropout rate is estimated between 30 % and 50 % – depending on the calculation method (Vossensteyn et al., 2015; Unger et al. 2020) as well. Dropping out from university is connected to high costs, a lack of innovation, a lack of skilled labor as well as a loss of competitiveness and diversity (Thaler and Unger, 2014; Nairz-Wirth and Feldmann, 2018). Geisinger and Raman (2013) for example point out that potential students with a diverse background are needed to solve societal problems of inequality and the challenges of sustainability. Furthermore, one of the European Union’s stated goals is to achieve greater equality in educational opportunities, which also makes it necessary to reduce dropout rates (European Union, 2013; European Commission, 2015). Due to the above stated developments universities face a growing pressure to implement measures that prevent student attrition (Thaler/Unger 2014; Bornkessel, 2018) – especially focusing on the needs of NTS (Cessna et al., 2018).

Therefore, universities implement different measures in order to prevent student dropout and longer duration of studies. The poster illustrates the results of a best practice study and delivers options and suggestions for problem solving strategies, organizational innovations and knowledge networking at different levels. Based on theoretical concepts and an extensive literature review, principles, types and categories of measures were developed that can prevent student dropout and improve study success. Scientifically proved and internationally approved measures are outreach programs (collaborations between schools and university), summer courses, transition programs, mentoring, tutoring, learning communities, service learning and research-based learning and teaching during the first semesters.

Based on theoretical conceptions and an extensive literature review on student dropout prevention, a “master template” was developed including the following criteria: relevance, effectiveness, efficiency, sustainability, system-suitability and inter-organization-network. This template facilitates describing different measures in a consistent way. Afterwards, an international best practice study on dropout prevention of NTS was conducted. As a result, 51 scientifically evaluated and/or well-documented programs and interventions of the recent past that were implemented by universities across the USA, Australia and Europe were identified and described consistently via the master template. Furthermore, during our research process we considered that the specific programs and interventions are also suitable for implementation in the Austrian university sector.

Experiences of successful universities with low dropout rates show that proved and evaluated measures begin as early as possible – partly even before students begin studying. These measures especially improve the chances of study success for students who face a higher dropout risk. For example, early mentorship and tutoring implemented into the transition phase between school completion and the start of studies can improve the retention rates amongst all students – but especially supports NTS because it may help them to compensate their lack of capitals that again influences their academic skills and habitus. The study illustrates that a NTS-sensitive designed teaching and learning environment at universities, as well as promoted social integration, helps NTS to become part of academia , which also leads to higher diversity amongst university staff and scientists on the long run. In this way, both university and society can benefit from the implementation of such programs and measures in an economical and societal sense.

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