Non-Completion, Transfer, and Dropout of Traditional and Non-Traditional Students in Germany

Autor/in	Tieben, Nicole
Titel	Non-Completion, Transfer, and Dropout of Traditional and Non-Traditional Students in Germany
Quelle	In: Research in Higher Education, 61 (2020) 1, S.117-141 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-019-09553-z
Schlagwörter	Vocational Education; Higher Education; Decision Making; Dropouts; Comparative Analysis; Individual Characteristics; Institutional Characteristics; Foreign Countries; Risk; Transfer Students; Graduation; Correlation; Educational Attainment; Germany + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Decision-making; Entscheidungsfindung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Risiko; Hochschulwechsel; Schulwechsel; Studienortwechsel; Abschluss; Graduierung; Korrelation; Bildungsabschluss; Bildungsgut; Deutschland
Abstract	A considerable proportion of students in Germany has graduated from vocational training before entering higher education. With this paper we examined how these students progress through higher education. We argue that successful graduation is the result of a sequence of decisions and decompose the trajectories through higher education to distinguish non-completion, transfer and dropout. We used the German Educational Panel Study (NEPS-SC6), a retrospective life course study, and applied logistic regression models. Our results suggest that students with vocational qualifications are slightly more likely to graduate from the initially chosen program than traditional students, but this advantage diminishes after controlling individual and institutional characteristics. After non-completion of the initially chosen program, the traditional students are more likely to remain in higher education and transfer to another program, whereas students with vocational certificates rather choose to leave higher education. Taking the entire trajectory together, our bivariate analyses reveal a slightly higher risk of leaving higher education without graduation among the students with pre-tertiary vocational training. Again, this association disappears in models that control for individual and institutional characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01