Et professionsrettet blik på frafald og studievedholdenhed

Resumé

More than one in four students in professional bachelor's programs drop out of their studies. Although the literature on dropout in higher education is extensive, the focus is most often on university students. Thus, we lack context-based knowledge regarding dropout in professional bachelor programs – knowledge that incorporates the unique characteristics of these programs as alternating education systems, in which the connection to and interaction with practice are fundamental. Drawing on Vincent Tinto's concept of student persistence, this article adopts a profession-oriented perspective on dropout by examining how practice acts as both a facilitator and a barrier to the persistence of students in professional bachelor's programs. We argue that students' persistence oscillates between perseverance and endurance across time, disciplines, and educational arenas (campus and practical training). Persistence is strengthened when students develop self-efficacy both academically and professionally, experience a sense of belonging academically, socially, and within the profession, and perceive their education as meaningful, preparing them for their future roles in the profession.