Nontraditional Student Withdrawal from Undergraduate Accounting Programmes: A Holistic Perspective

Autor/inn/en	Fortin, Anne; Sauvé, Louise; Viger, Chantal; Landry, France
Titel	Nontraditional Student Withdrawal from Undergraduate Accounting Programmes: A Holistic Perspective
Quelle	In: Accounting Education, 25 (2016) 5, S.437-478 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2016.1193034
Schlagwörter	Nontraditional Students; Withdrawal (Education); Grade Point Average; Regression (Statistics); Undergraduate Students; Accounting; Foreign Countries; Commuting Students; Part Time Students; Multivariate Analysis; Universities; Stopouts; Time Management; Family School Relationship; Gender Differences; Academic Persistence; Learning Activities; Educational Strategies; Dropouts; Age Differences; Social Integration; Prior Learning; Business Administration Education; Canada + Suchen Sie Ihr Suchwort? Kursabbruch; Regression; Regressionsanalyse; Abrechnung; Buchführung; Buchhaltung; Ausland; Pendler; Part-time students; Teilzeitstudent; Multivariate Analyse; University; Universität; Ausstieg; Zeitmanagement; Geschlechterkonflikt; Lernaktivität; Lehrstrategie; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Age; Difference; Age difference; Altersunterschied; Soziale Integration; Vorkenntnisse; Kanada
Abstract	A collaborative project of several Quebec universities, this study investigates nontraditional student withdrawal from undergraduate accounting programmes. A nontraditional student is older than 24, or is a commuter or a part-time student, or combines some of these characteristics. Univariate and multivariate analyses of student dropout factors were performed. A logistic regression for full-time students indicates several significant determinants of student withdrawal: returning to school after working for some time, enrolment in a non-first choice programme, dissatisfaction with programme choice and courses, and low grade point average (GPA). For part-time students, low GPA is the main explanatory factor for student withdrawal. Other factors appear to be instrumental in withdrawal decisions, such as management of external resources (time and family responsibilities) for women. The results suggest that students would benefit from university support services to acquire learning strategies that improve perseverance. Lastly, in-class learning activities that help bolster grades could decrease student withdrawal rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01