عنوان

Questioning non-completion in higher education :

شماره

TLets534810

عنوان اصلي

Questioning non-completion in higher education :

نام عام مواد

[Thesis]

نام نخستين پديدآور

Junemann, Carolina

عنوان اصلي به قلم نويسنده ديگر

a study within the Argentine system

نام ناشر، پخش کننده و غيره

Institute of Education, University of London

تاریخ نشرو بخش و غیره

2010

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

Institute of Education, University of London

امتياز متن

2010

متن يادداشت

The rate of undergraduate non-completion at public universities in Argentina is high byinternational comparison. However, the understanding of its causes has been obscured by apolarized debate between the government and the university community on issues of efficiencyand funding. In this context, the experiences non-completers have been neglected amid an oversimplificationof the complex set of factors at play in non-completion.This thesis examines the issues, factors and definition of non-completion within publicuniversities in Argentina by exploring the lives of students and their decision-makingprocesses. It draws primarily on qualitative data collected in a single case study institutionthrough semi-structured interviews. Theoretical and methodological weaknesses in thedominant international approaches to non-completion are identified, particularly in relation toTinto's well-known model of integration. A critical research tradition is employed to drawattention instead to wider social and cultural influences in non-completion, and over andagainst perspectives that focus on the student-as-the-problem which underplay the role ofinstitutional practices.Non-completion within the case study institution is neither simply a personal nor aninstitutional phenomenon and cannot be reduced to or explained solely in those terms and atthose levels. Non-completion has to be understood as part of a decision-making process withina complex interplay of institutions, families, communities, social class and national (economicand political) factors both in relation to individual and institutional action. The findings alsohighlight the role of 'institutional habitus' (Reay et al., 2005) in underlining the significance ofthe types of capital differently available to, held by and embodied in the students; and thereforeillustrate ways in which institutional practices and cultures can work, albeit unintentionally, tosystematically advantage some students to the detriment of others within public universities.

مستند نام اشخاص تاييد نشده

Junemann, Carolina

مستند نام تنالگان تاييد نشده

Institute of Education, University of London

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y