- Title
- Factors influencing non-completion of final year undergraduate university studies: implications for management
- Creator
- Webb, Theresa
- Subject
- Dropouts -- South Africa
- Subject
- College dropouts -- South Africa Academic achievement -- South Africa Education, Higher -- South Africa
- Date Issued
- 2018
- Date
- 2018
- Type
- Thesis
- Type
- Masters
- Type
- MBA
- Identifier
- http://hdl.handle.net/10948/35874
- Identifier
- vital:33855
- Description
- South Africa has seen remarkable growth in student numbers at universities since reforms were introduced with the advent of democracy in 1994. Enrolments have almost doubled in the past twenty years, yet South African Higher Education (HE) is characterised by high levels of failure and dropout, and an estimated 50 to 55% of each intake will never graduate. This is not only an indictment on HE institutions (HEIs), but also results in rising debt to the students and to society. In South Africa, student debt has increased at an alarming rate since 2012, whilst state funding has decreased. Students have advocated for education to be free. President Zuma announced in December 2017 that education for the poor would be free. It is not clear yet where the funding will come from, but it would not be from universities’ as their budgets are already thinly spread. The main aim of this study was to identify the factors contributing to students dropping out of university in their final year of study, with some modules still outstanding. 360 final year students were identified as having less than 60% of their required credits left to complete their studies, but they had not re-registered and they were thus categorised as non-completing students or dropouts. An analysis of their biographical characteristics revealed that non-completing students were more likely studying for a diploma, male, ‘black’, and did not have English as a home language. Trends were also analysed across faculties and qualification types. In addition to the quantitative description of the biographical characteristics of the non-completing students, a further qualitative exploration was undertaken.Telephonic interviews were conducted with 65 of the non-completing students using a semi-structured interview schedule. The schedule consisted of four grand tour questions and various prompts to ascertain the reasons for students not completing their qualifications. The qualitative results revealed that financial, academic, health and personal problems were the main factors in Nelson Mandela University (NMU) final year undergraduate students’ decisions not to complete their studies. Other factors identified included taking up job opportunities and struggling to balance work and studies; along with factors related to the need for more flexible modes of delivery; and a more inclusive, caring, humanising institutional culture. If the 360 students with 60% or less of their required credits outstanding had graduated at NMU, the institution would have received approximately R8.6 million in subsidy income. In addition to the R8.6 million loss in subsidy income, there would also have been a considerable loss in fee income. Of these 360 non-completing students, 27 students had just one module outstanding. Had these 27 students with just one module outstanding been able to complete their outstanding module and graduate, the institution could have earned an approximate subsidy income of R767 667. The cost of the outstanding modules of these 27 students amounted to R111 070. This shows that the university could have reaped a substantial return on investment if these students could have been assisted to graduate. Based on these findings, a number of recommendations and suggestions were made to support students with the aim to assist the university to reduce the number of non-completing students and enable as many students as possible to complete their studies and graduate. These included having procedures in place for students to be able to take up their concerns with academics and faculty administration; implementing a system to track student progress and to institute interventions as soon as possible; greater flexibility in the delivery modes of modules, with increased online and distance learning possibilities for students who had only a few modules to complete; and creating an institutional culture where students develop a sense of belonging and feel included, which enhances the chances that they will persist until they complete their studies. Limitations of the study were noted and a number of recommendations for further studies were made.
- Format
- xii, 187 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Business and Economic Sciences
- Language
- English
- Rights
- Nelson Mandela University
- Hits: 745
- Visitors: 886
- Downloads: 162
Collections
NMU Business School
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | THERESA WEBB.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |