Abstract
Background: Dropout in higher education is a concern for students, families, educational institutions, and society. Tertiary education is an important mechanism for empowering people and STEM courses are vital to countries’ development. Method: The study combined quantitative and qualitative data. Step 1 was an analysis of personal and contextual variables in a comprehensive examination of dropout in a sample of 1,016 engineering students. In step 2 a short interview by telephone were conducted with 82 students who dropped out, identifying their reasons and their academic/professional situation. In step 3 in-depth interviews were conducted with six students in order to understand the dynamic process of their decisions to leave. Results: The academic/professional situations of students who dropped out were quite varied, for example the same course or a different course at another institution, starting a job, not working or studying, or attending another level of professional training. There were three main reasons for dropping: vocational, learning process and achievement, and reconciling roles. Conclusions: Engineering student dropout is related to vocational and academic achievement. This should be considered in the implementation of programs to reduce the rate of dropout.
