This paper examines empirical evidence from higher education research on student dropout intentions. Dropping out from university is associated with high individual and societal costs, a lack of innovation, a shortage of skilled workers, and a loss of competitiveness and diversity (Nairz-Wirth/Feldmann 2018; Thaler/Unger 2014). In addition, one of the European Union's goals is to achieve greater equality of educational opportunity – a goal that depends in part on reducing the number of students who drop out from university (Vossensteyn et al. 2015). With European universities already reporting high dropout rates within their specific systems (Vossensteyn et al. 2015), universities are under increasing pressure to implement measures to prevent student attrition. In this context, dropout intentions can be seen as an early warning indicator and are therefore relevant for empirical research and the design of effective prevention and intervention strategies (Deuer/Wild 2018). The present analysis combines both psychological-individual and sociological-institutional approaches (Heublein/Wolter 2011), exploring the role of institutional social capital (in terms of peers, university staff, and study group), transitional experiences, and individual resilience in relation to dropout intentions. In addition, different characteristics of non-traditional students are considered (Schuetze/Slowey 2002). Therefore, a survey was conducted in 2022 at an Austrian public university among bachelor students in economics and social sciences (n = 1.000). The results of a hierarchical logistic regression model show that high levels of social capital (in relation to other peers), high individual resilience, and positive experiences with the transition to university can have a preventive effect on dropout intentions. No significant effect was found regarding characteristics of non-traditional students, such as first-generation status. However, an extended duration of study may increase the likelihood of having intentions to drop out. Building on previous findings in higher education research during times of uncertainty (e.g. Falk 2022; Álvarez-Pérez et al. 2021; Baalmann et al. 2020; Baalmann/Speck 2020; Bano et al. 2019), the results suggest that early preparation for studying, active management of the transition process by the institution, support for building students' resilience, and promotion of social networks at the institution can prevent dropout intentions and contribute to reducing dropout rates among university students. These findings are relevant - not only during times of crisis - but also for the long term.

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