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ERIC Number: EJ781066
Record Type: Journal
Publication Date: 2007-Nov
Pages: 12
Abstractor: Author
ISSN: ISSN-1353-8322
Educational Quality, Institutional Accountability and the Retention Discourse
Zepke, Nick; Leach, Linda
Quality in Higher Education, v13 n3 p237-248 Nov 2007
Improving retention rates in post-school education has become a focus for policy-makers and researchers throughout the western world. Without doubt, any measure that helps students wishing to succeed in higher education is valuable. However, the dominance retention has achieved on a wide variety of educational fronts ranging from policy to pedagogy deserves to be scrutinized. This article questions three assumptions about retention: that government accountability measures can improve the quality of provision and subsequently retention; that institutions, by improving the quality of learning and teaching, can stem early departure; that retaining students in tertiary education is a universally good thing. Using evidence from New Zealand and elsewhere, the article suggests that accountability regimes may not markedly improve retention; institutions may have less influence over whether students leave or stay than assumed; that staying with study may not be good for everyone; and that measures to improve student outcomes may set up a deficit discourse.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand