Dropout poses a significant challenge in higher education, straining institutions and incurring costs for society while potentially resulting in unnecessary setbacks for individual students. Research on dropout has been integral to higher education studies, with Vincent Tinto's seminal work on student retention forming a cornerstone upon which much of the current dropout research is built (Tinto, 1975, 1993).

Tinto's theory, rooted in the concept of "integration," suggest that successful student retention is closely tied to the extent to which students integrate into the academic and social domains of their institution. The theory underscores the importance of academic and social support systems, as well as the role of faculty and peers in fostering a sense of belonging and commitment among students (Tinto, 1993, 2017).

However, recent empirical research within professional education highlights a blind spot in Tinto's model. Academic and social integration alone cannot fully explain dropout in professional education; rather, students' integration into their chosen profession also plays a crucial role. Thus, the British researcher Deborah Roberts (2012) demonstrates the significance of professional integration for teacher students’ considerations of dropping out, while Glavind & Hansen's (2023) research on study groups shows that group work can have professional-integrative effects in addition to the academic and social integrative effects. In other words, studies of retention must also focus on students' sense of professional belonging. Students must be able to envision themselves in the profession they are training for. Otherwise, there is a risk that they will opt out of the program, even if they are performing well academically and socially.

This paper aims to theoretically develop the concept of professional integration and integrate it with Tinto's model. Specifically, the paper addresses the research question: How can Tinto’s model be revised to include student integration in the professional domain?

To elucidate and construct the concept of professional integration, this paper will explore the following themes and questions: 1. The professional domain of professional bachelor education: What characterizes the teaching and learning contexts in professional bachelor education programs (the interaction between academic and practical contexts)? 2. The professional development of students: What characterizes the processes of transitioning from acting to becoming and being a professional? 3. Professional integration: What is professional integration in an educational context, and how does it differ from and complement the concepts of academic and social integration? To answer questions 1 and 2, the paper will draw on theories of professional education focusing on professional identity formation and professional development. The students' professional development is directed by the profession and the notion of professionalism, and it is characterized by constant evolution and emergence (Scanlon, 2011). It can be viewed as professional identity development (Heggen, 2008; Heggen & Terum, 2017; Terum & Heggen, 2016; Scanlon, 2011), which involves changes in an individual's understanding of themselves as professionals through continuous reflections on their roles within the practice and professionalism (Benner et al, 2010; Benner, 2011). Answering question 3, the paper will bridge Tinto's concept of integration with theories of professional education. With this foundation, professional integration is thus about the students' experience of belonging to the profession they are training to enter. It is their perception and experience of the profession as it presents itself to them. Attachment to the profession is formed through interactions with practice, which can occur both before and during education (Benner et al, 2010, Heggen, 2008; Roberts 2012).

The primary aim of this study is to contribute to a deeper understanding of dropout in higher education, particularly within the context of professional education programs. Tinto's model provides a good starting point for understanding dropout, but it has a blind spot regarding the professional domain. Therefore, the intention is to develop a comprehensive model that can be applied across a wide range of professional education programs. The insights gained from this study are expected to have practical implications for educational practice. By highlighting the importance of professional integration in student retention, educators can design curriculum and pedagogical approaches that foster students' sense of belonging and attachment to their chosen profession, ultimately enhancing student success and program completion rates. In summary, this study endeavors to provide insights into the multifaceted nature of dropout and its implications for individual students, educational institutions, and society as a whole.

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