ABSTRACT
This book has presented and discussed curriculum-based approaches as the optimum and most feasible way to improve the retention of students in higher education. Students dropping out before completion of their studies has personal and economic implications for the individuals and their families, as well as for institutions and society in general. Students and their families are increasingly responsible for financing higher learning, including the payment of fees and covering living costs – internationally, sufficient mandatory student grants are a thing of the past. Institutions are motivated to improve student retention, in part as they recognise the significance of the financial and psychological burdens of withdrawing for individual students, but more pertinently because of the negative consequences for themselves. Institutions are penalised financially by student withdrawal, as there is a reduction in student-related income, and in some instances governments may fine poorly performing HEIs. In addition, the publication of indicators, league tables and harmful media coverage provide a further incentive for universities and colleges to improve student retention and success (Yorke & Longden 2004). Economically and socially, people with higher-level skills developed through HE are increasingly valued. Developed, knowledge economies require a highly skilled workforce, and third-level education is seen to be essential for societies to manage within a rapidly changing and globalised world.
