Addressing student attrition
If you were a student at Cork Institute of Technology in Ireland, and if you were studying Theatre and Drama Studies, you’d be in clover and pretty much guaranteed to complete your course: the attrition rate in the course is zero. On the other hand if in the same Institute you were studying IT Management, or Electronic Engineering, then more likely than not you’ll drop out before you complete: over 60 per cent don’t make it in either course. The same is true for students in Energy in the University of Limerick; but not Midwifery in the same university, where there are no drop-outs. Even in Trinity College Dublin, 50 per cent of Computer Science students don’t make it.
All of these figures, and many more, are revealed by the Irish Times in a recent article. But this phenomenon is not unique to Ireland. In Britain there are significant trends also, with Computer Science generally recording the highest attrition rates. Overall some 25,000 students drop out of higher education altogether every year in the UK, without completing their course. Interestingly, and as an aside, the drop-out rate amongst international students is lower than that of domestic students. In the United States the overall attrition rate is high – estimates put it at over 30 per cent; but very low in well resourced research universities.
What is the cause of all this? In some cases it is likely that students have made an immature choice of study. Young people, for example, who have been used to working with computers since a very early age imagine they will be wonderful computer programmers, until they discover that they do not have the technical (in particular mathematical) skills needed. In some cases students were persuaded by parents or teachers or other advisers to pursue a course of study that they were never really suited for. In some cases universities and colleges don’t provide the kind of support needed to keep people in their studies.
But student attrition is not something minor – it is a huge failure of the system. It is an extraordinary waste: a waste of talent and personal application; a waste of money, including taxpayer money in many countries; a waste of opportunity for people and society. There is no acceptable drop-out rate. Where students are not completing, those of us in the system need to work very hard to find out why, and need to remedy it. And the key thing to bear in mind is that student achievement requires the best facilities and the best support – it requires good funding. Without that the problem will not be resolved.