– The student’s social and economic background and the reasons and processes behind the student’s choice of study have an impact, as does the induction into the study programme.
– Students’ preparation for their studies influence persistence, but
students’ academic level and abilities cannot explain why some students persist and others opt out.
– Conversely, the teaching and learning environment and the teaching methods applied prove to be highly important. The teaching and learning activities students are engaged in, the design of the curriculum and the interaction with faculty
and peers are also important.
– Most of the research focuses on overcoming deficits in students’ prior knowledge, but a more specific focus on identities as an analytical framework for understanding young people leaving STM higher education programmes is also emerging.
– It is important to shift from considering drop out as an individual problem for the student to regard it as a feature of the relationship
between students and their study programmes.
– Measures to increase retention rates must shift from focusing on individual student adaptation to studies addressing institutional change. However, this change is difficult since it is entwined with fundamental conceptions of science and teaching.