Implicit Resilience Theories: A Qualitative Study of Context-Shapers at Higher Education Institutions

Autor/inn/en	Datzer, Daniela; Razinskas, Stefan; Hoegl, Martin
Titel	Implicit Resilience Theories: A Qualitative Study of Context-Shapers at Higher Education Institutions
Quelle	In: Studies in Higher Education, 47 (2022) 12, S.2553-2574 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Datzer, Daniela) ORCID (Razinskas, Stefan) ORCID (Hoegl, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2022.2091538
Schlagwörter	Resilience (Psychology); Higher Education; College Students; Dropouts; Dropout Rate; STEM Education; Dropout Prevention; School Holding Power; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; STEM; Ausland; Deutschland
Abstract	High dropout rates in STEM disciplines are certainly among the most crucial challenges that higher education is facing. While prior research has mainly applied an individual-centered approach that has helped identify factors explaining student dropout, an important yet under-examined issue is how those responsible for shaping the academic environment of students vary in their implicit assumptions of why some students persist while others drop out. In this study, we shift the focus toward the narratives regarding the reasons for student drop out. We report on an in-depth qualitative interview study comprising 59 deans of studies, administrators (i.e. quality managers and student advisors), and student representatives. This group of individuals contributes to the challenge of reducing student dropout by shaping the teaching and learning environment of students at German higher education institutions. Our grounded-theory model indicates that these context-shapers attend to different implicit theories on what constitutes resilient versus non-resilient students. The implicit resilience theories, in turn, result in dropout being legitimized in different ways, which determines the judgements made by context-shapers in terms of actions suitable to reduce student dropout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01