Thematic Article
Hungarian Educational Research Journal Understanding the complexity in measuring
student progression in European higher education
2019, Vol. 9(2) 1 –25
© The Author(s) 2019 https://akademiai.com/loi/063 Akadémiai Kiadó DOI:10.1556/063.9.2019.1.21
Carina Carlhed Ydhag
1Abstract
This article aims to analyze student progression in European higher education (HE) using Sweden and UK as countries of reference. It presents and problematizes common ways to measure student progression (e.g., rates of dropout, completion, and retention), distinguishing between institutional departures or system departures, and the implications of the timing of the measurement, hence focusing on early and late leavers. The article also discusses general rates of student progression in different countries and the reasons for dropping out, revealing what lies behind the dropout statistics. Finally, the article also includes a critical questioning of the interests and intentions behind the data production. The article offers an orientation among the multiple de finitions and measurements of student progression in HE. It deals with the value of measurements and alternative ways of measuring student progression, and with the implications for further studies on dropout and completion rates, which are politically contested issues.
Keywords: dropouts, higher education, policy, measurement, student progression
Introduction
Student progression in higher education (HE) has been an enduring issue in European HE policy due to its inclusion in the European Union ’s strategic document “Education and
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