Students quit third level studies over complex courses

STUDENTS are dropping out of college or changing courses just months after starting because the programme they chose features key subjects which they never studied at second level.

Others knew very little about the course they chose and said they found the going just too tough, a new report from the institutes of technology has found. The latest report on drop-out levels showed that up to 4,700 students drop out of institutes of technology, without completing courses.

Students need help to settle into college, the new report on retention and non-completion levels, published by the 13 institutes of technology shows.

It calls for more orientation programmes for students as well as mentoring links with dedicated staff who students can approach when problems arise.

The report finds that many first year students are not prepared for third level life and feel lost initially. Many have problems adapting to new courses and study methods. Two thirds of respondents also stated they had a paid job while enrolled as a student.

The report follows on an earlier study of first year entrants to the institutes which showed that just under 43%over two-fifths (42.6%) did not complete their courses. Staff generally concurred with the reasons for difficulty cited by students which include lack of understanding of their selected course, poor attendance and study skills and a lack of personal development.

Specifically the report proposes setting up ‘catch-up’ courses for students who have not previously taken subjects central to their courses. It also proposes a mentoring service to familiarise students with staff and their faculty, with students assigned to specific members of staff as a first point of contact when difficulties arise.

The authors underscore the need for adequate facilities for students to be provided before new courses are introduced, more social spaces and improved canteen facilities. The report also calls for increased attention to teaching methods, information transmission skills and a review of the re-orientation of teaching.

College prospectuses should provide clearer descriptions of what each course entails and what is required of students in addition, while the role of guidance counsellors in post primary schools should be reviewed, according to the authors.

Commenting on the report, retention committee chairperson, Paul Hannigan, said the publication mirrors the views of the council of directors of the institutes on this issue. “Many initiatives are already being taken at institute level that coincide with the recommendations of the authors. A new orientation course for first year students, developed by the council of directors is being piloted over three days in September 2002,” he said.

“Most institutes now provide an orientation programme to facilitate students’ integration and adjustment to third level, while a number offer pre-entry information days for both applicants and parents,” said Mr Hannigan. The institutes will review the findings and recommendations in the report carefully over coming weeks.