Implicit resilience theories: a qualitative study of context-shapers at higher education institutions.
Saved in:
| Title: | Implicit resilience theories: a qualitative study of context-shapers at higher education institutions. |
|---|---|
| Authors: | Datzer, Daniela, Razinskas, Stefan, Hoegl, Martin |
| Source: | Studies in Higher Education. Dec2022, Vol. 47 Issue 12, p2553-2574. 22p. 1 Diagram, 3 Charts. |
| Subjects: | Higher education, Occupational roles, Total quality management, College administrators, Teaching |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2022.2091538 |
