Contextualisation of predictor variables for students’ at-risk of dropping Out of University

Abstract

The value of fostering predictor variables for students at-risk of dropping out of university has received increased attention in higher education settings internationally, but the research on the efficacy and transferability of the variables between contexts remains limited. The purpose of this article is to offer a conceptual perspective on the efficacy and transferability of the predictor variables from which they are originally developed to other contexts that is not the same as their origin. The researcher reviewed literature on a number of predictor variables that contribute to the successful identification of at-risk students. The methods used to track down literature were: an extensive search of the World Wide Web (WWW) for journal articles, books, master’s and doctoral thesis; library databases; and a systematic follow up of key research texts related to the topic under investigation. Factors similar to the country context, the paradigm shift from traditional to online learning; and the increase in using Blended Learning practices empirically influence the efficacy and transferability of the predictor variables once applied in diverse contexts that are not the same as the context of conception. As a result, HEIs need to customize the variables based on the context of their students.