Common reasons for dropping out
Dropping out of university can have various causes that are related to the social environment and individual factors. If you want to reduce dropout rates and promote academic success, it is important to consider both individual factors and to improve the framework conditions and support at universities. A holistic approach is the key to reducing dropout rates.
Beyond the campus: How the social environment influences academic success
The living conditions and social environment of students are often just as decisive for their academic success as overcoming the academic challenges themselves. A harmonious living situation and a supportive community of family, friends and other caregivers can make a significant contribution to academic success.
Good social integration can significantly reduce the likelihood of dropping out of university. The way in which students live and reside, in particular the distance to the university and the quality of student life, should not be underestimated. The network of close contacts is just as important. Open and supportive communication with these key figures can be a source of strength, while conflicts or misunderstandings increase the risk of dropping out. In short, a stable and supportive environment is a non-negligible factor in academic success
From motivation to management: individual reasons for dropping out of university
First of all, it is hardly surprising that a higher level of subject-specific study ability acts as a protective factor against dropping out of university. Students who feel confident in their subject area and have the necessary skills and abilities are well equipped to master the technical challenges of their degree programme. This competence gives them the self-confidence and resilience they need to master difficult situations.
Motivational factors, in particular interest in the subject, are also decisive. If students have a strong interest in their subject, they are more willing to put in the effort required to succeed in their studies and to ‘bite through’ difficult content.
Interestingly, there is also a correlation between the Abitur grade and the likelihood of changing subjects, which can also be statistically interpreted as dropping out. Students with better A-level grades tend to be more likely to change their degree programme. This could indicate that these students have a higher level of self-efficacy and greater confidence in their performance and are therefore more willing to look for a subject with a better fit if the subject they originally chose does not meet their expectations.
In recent years, the phenomenon of procrastination has increasingly become the focus of research as a cause of students dropping out.
The last-minute trap: procrastination and its consequences for students
Procrastination is defined as inappropriate behaviour that is associated with high emotional and motivational costs as well as loss of performance. It is a phenomenon in which people put off important tasks and obligations and prioritise unimportant or short-term activities instead.
Applied to behaviour during a course of study, procrastination is characterised by the fact that important study-related tasks (e.g. writing a term paper, studying for an exam) are not tackled or are postponed for so long that (enormous) time pressure arises. Instead, leisure activities, less time-critical or less relevant activities (e.g. special layout design of presentations) are preferred.
Research shows that procrastination is a significant risk factor for academic success and dropping out: students who procrastinate frequently tend to perform worse and have lower levels of academic and life satisfaction. This can lead to a vicious circle in which putting off tasks has a negative impact on motivation and self-efficacy. Various factors can favour procrastination. These include difficulties in regulating emotions and realising learning actions as well as a lack of motivation. Preventive and interventive measures to reduce procrastination in the context of studying are therefore useful in order to increase academic success and reduce drop-out rates. In addition to traditional counselling services, training courses on time management and self-regulated learning, for example, are useful. In addition, self-assessments to determine interest in and motivation for studying are even more important from this point of view.
Starting a career after dropping out of university: opportunities on the labour market
Starting a career after dropping out of university: Dropping out of university can have a variety of effects on a career. Studies involving employers and fictitious job applications have analysed the consequences of dropping out of university on employment opportunities (see in-depth literature). The results offer interesting insights into the assessment of university dropouts on the labour market.
- Vocational training: University dropouts compete here with school leavers. Having previously dropped out of university is not necessarily an obstacle and the chances of being hired are similar to those of school leavers. From the employer’s point of view, a good school-leaving certificate and relevant practical experience are more important than dropping out of university.
- Skilled labour market: University dropouts have a harder time here. They are around a quarter less likely to be invited to the selection process than applicants who have completed vocational training. This is often due to the formal educational requirements of companies.
- Positions for university graduates: Competition with bachelor’s graduates is fierce, and university dropouts have significantly fewer opportunities for positions that are explicitly aimed at university graduates.
The chances on the labour market for people who have dropped out of university can be influenced by various factors. A key role is played by how closely the previous degree programme is related to the desired training. If the content of the degree programme and the requirements of the apprenticeship are closely linked, this can improve the chances of being hired. In addition, good academic performance is often an indicator for employers that the applicant has a high level of willingness and competence to learn. Furthermore, relevant internships completed during the degree programme can be a great advantage, as they provide practical experience and industry-specific knowledge. All of these aspects together can significantly improve career prospects after dropping out of university.
Opportunities on the labour market are also influenced by the reasons given for dropping out of university. An interest in practical work (as opposed to more theoretical studies) has a positive effect, i.e. even increases the chances. However, potential employers perceive reasons that indicate low cognitive abilities or motivation problems negatively. Family or personal reasons and the financial situation are assessed neutrally and therefore have no influence.
Influence on income and professional status
On average, dropouts earn less than those who have successfully completed their higher education studies, but their income is at a similar level to that of those who did not start studying in the first place, the so-called non-starters. In terms of professional status, dropouts find themselves in an intermediate position: on average, they are better off later than non-starters, but do not reach the professional positions of university graduates. This is also reflected in the duration of unemployment, which tends to be longer for dropouts than for graduates, but comparable to that of non-starters.
It also shows that dropouts are generally less satisfied with their work and life than university graduates. This could be due to the lower income opportunities and lower professional status. In terms of health, dropouts also appear to fare worse than graduates, although here too they are similar to non-starters. These findings suggest that dropping out of university can have long-term effects on various areas of life that go beyond the immediate financial consequences.
Conclusion:
University dropouts have no disadvantages when applying for apprenticeships, but are at a disadvantage when applying for skilled labour and graduate positions. Good academic performance and practical experience can make it easier to enter the labour market. Employers look favourably on drop-outs who are interested in practical work. In the long term, however, dropouts are less satisfied with their work. Dropping out of university can therefore be bridgeable in the short term, but tends to have negative consequences in the long term.
Counteracting drop-outs: The role of counselling and aptitude tests
The hidden reserve: activating the potential of student counselling
Dropping out of university is a complex phenomenon that has long been a concern for universities. A study shows that although counselling services are available at universities, not all students are aware of them. Students who are in doubt about their studies in particular make less use of these services, even though they could benefit from the support. This is partly due to the passive information behaviour of these students, which further increases their doubts about studying.
It is interesting to note that students who have no doubts make more frequent use of counselling services and see them as an added value for their academic success. This indicates that counselling is not only a question of what is on offer, but also of actively engaging with their studies. Some students are reluctant to express their problems or seek professional help, which may be due to a kind of ‘counselling shame’ or ‘counselling anxiety’.
The quality of the counselling depends not only on the counsellors, but also on the willingness of the students to accept and implement the counselling. It is important that students learn to communicate their concerns and process the advice they receive. Satisfaction with counselling and general life satisfaction appear to be closely linked.
More than just hurdles: Selection procedures as a guide
The study on counselling services also points to the role of procedures that influence self-selection. These are, in particular, aptitude tests or entrance examinations, which not only test aptitude but also encourage students to think about the subject. Such procedures could have a preventative effect against students dropping out by promoting a better fit between students and the degree programme as well as a realistic assessment of their own abilities.
In conclusion, it can be said that a combination of early orientation, tailored counselling services and study aptitude tests can help to reduce drop-outs and increase student satisfaction.
Literature:
Neugebauer, M., Daniel, H. D., & Wolter, A. (2021). Studienerfolg und Studienabbruch. Springer Fachmedien Wiesbaden
