ABSTRACT
In this chapter we use a process approach to better understand dropout from higher education. In our approach we combine theory on student attrition with theory on micro-level identity development, and study trajectories of exploration and commitment in an intensive longitudinal study spanning several months. We use several dynamic characteristics of these trajectories to (1) distinguish different types of trajectories, (2) relate these typologies to the probability that students drop out, and (3) investigate which of these trajectory characteristics predicts dropout the best. We conclude that our approach has led to new hypotheses on the role of fluctuations in identity development and processes of student attrition. Moreover, our approach demonstrates that it is possible to recognize dropouts early using changeable variables, which contributes to the prevention of dropout.
