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Nontraditional student withdrawal from undergraduate accounting programmes: a holistic perspective

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  • Anne Fortin
  • Louise Sauvé
  • Chantal Viger
  • France Landry

Abstract

A collaborative project of several Quebec universities, this study investigates nontraditional student withdrawal from undergraduate accounting programmes. A nontraditional student is older than 24, or is a commuter or a part-time student, or combines some of these characteristics. Univariate and multivariate analyses of student dropout factors were performed. A logistic regression for full-time students indicates several significant determinants of student withdrawal: returning to school after working for some time, enrolment in a non-first choice programme, dissatisfaction with programme choice and courses, and low grade point average (GPA). For part-time students, low GPA is the main explanatory factor for student withdrawal. Other factors appear to be instrumental in withdrawal decisions, such as management of external resources (time and family responsibilities) for women. The results suggest that students would benefit from university support services to acquire learning strategies that improve perseverance. Lastly, in-class learning activities that help bolster grades could decrease student withdrawal rates.

Suggested Citation

  • Anne Fortin & Louise Sauvé & Chantal Viger & France Landry, 2016. "Nontraditional student withdrawal from undergraduate accounting programmes: a holistic perspective," Accounting Education, Taylor & Francis Journals, vol. 25(5), pages 437-478, September.
    • Handle: RePEc:taf:accted:v:25:y:2016:i:5:p:437-478
    DOI: 10.1080/09639284.2016.1193034
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    1. Finnie, Ross & Lascelles, Eric & Sweetman, Arthur, 2005. "Qui poursuit des etudes superieures? L'incidence directe et indirecte des antecedents familiaux sur l'acces aux etudes postsecondaires," Direction des études analytiques : documents de recherche 2005237f, Statistics Canada, Direction des études analytiques.
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2017. "Accounting education literature review (2016)," Journal of Accounting Education, Elsevier, vol. 39(C), pages 1-31.

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