Thesis (Ph. D.)--Westfälische Wilhelms Universität zu Münster, 1974. / Vita. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 31, 2006. Dissertation Committee: George Padavil (chair), Albert T. Azinger, William C. Rau, Rodney P. Riegle. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.

The purpose of this research was to explore non-persistence by vocational students in the College of Career and Vocational Education at the University of Alaska Anchorage. A cohort of 156 students were identified and tracked from fall 1989 through spring 1992. In the first part of the study, using the University of Alaska Anchorage Institutional Research data base, demographic characteristics of the cohort, their patterns of enrollment and performance were identified. In the second part of the study, a sample of 12 non-persisters within the cohort were interviewed to learn about their motives for enrolling in postsecondary vocational education, factors contributing to their withdrawal and their perceptions regarding the quality of their educational experiences. Traditional-age (19 and under) students were the dominant age group, representing 46 percent of the cohort. Eighty percent of the students within the cohort were full-time students taking 12 or more credits. Over half (55 percent) of the students were "early-leavers" who discontinued their education at some point within the first year of the study. The graduation rate for the cohort was 3.8 percent and, at the conclusion of the study, 7.1 percent of the original cohort had maintained continuous enrollment, however, if students attending in stop-and-go patterns were included, 14.7 percent were still persisting. Implications for further study revealed by the interviews of "early-leavers" (i.e., students who did not persist beyond the first or second semesters of the study) included the following questions: 1. What retention strategies, policies and procedures can be implemented to encourage persistence of vocational students beyond the first or second semester? 2. How can the University of Alaska Anchorage assist students with their career development and decision-making? 3. How can the University of Alaska Anchorage encourage the persistence of commuter students? / Graduation date: 1995

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 77-84.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / Currently, there is a high attrition rate amongst students who are registered at public technical and vocational education and training (TVET) colleges in the Western Cape. In this sector, attrition rate has also been referred to as ‘through-put rate’ which both mean that there is a reduction in the number of students completing a programme for a variety of reasons. This study focuses on the reasons why these students are leaving the colleges before completing the programme. Perspectives of students who registered at a technical vocational education and training (TVET) college are analysed. As a result of students dropping out of their studies, emphasis is being placed on what students are experiencing at the TVET colleges, which eventually influences their decision to drop out and become part of the TVET attrition statistics. This study provides information based specifically on the students’ experience in the National Certificate Vocational [NC(V)] civil engineering programme at the TVET college where they were registered. Reasons are provided which will clearly indicate that attrition is not only the result of the students’ inability to cope academically but that student attrition can also be the result of other factors. The topic to be addressed in this study is: Factors contributing toward attrition of engineering students at public vocational colleges in the Western Cape. This study is situated within a critical research paradigm which will allow an analysis of the reasons for attrition in civil engineering programmes at one of the TVET colleges with the ultimate aim of contributing towards social change. This study will apply a qualitative data collection approach and will make use of interviews. This study makes continual reference to the work of Vincent Tinto as he has done much research on the topic of attrition in education.

The aim of the study was to investigate ways in which student dropout rates could be managed at a Technical Vocational Education and Training College (TVET) in KwaZulu-Natal, Amajuba District. Twenty-eight participants were purposively selected from two campuses in the area representing the Business and Engineering studies. This was done using the non-probability purposive sampling. The researcher focused on determining ways to assist in improving the management of student dropout rates in the above TVET College so as to increase the throughput and the certification rates. The study employed a qualitative design with semi-structured interviews that were conducted with senior managers from the central office, Heads of Departments, lecturers and students who had previously dropped out from the college so as to examine their views and perceptions on the effects of student dropout rates and how the management of student dropout rates could be improved. Data were analysed thematically whereby information was categorised into themes that emerged from the responses of the participants. The findings revealed that causes of student dropout emanate from the financial challenges experienced by students in this area since most of them are from disadvantaged backgrounds, institutional factors such as poor or lack of career guidance, the curriculum, poor enrolment procedure and poor student support services. The study recommends that well organised and effective career guidance should be conducted, the curriculum should be reviewed, and the selection and enrolment procedures should be transparent and understood by everyone. Recommendations for further study are also provided. / Educational Leadership and Management / M. Ed. (Education Management)