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Abstract(s)
Degree completion on theoretical time is a phenomenon seldom explored
in the higher education literature. We applied variance components
models and random coefficients models to the microdata of an entire
entrant cohort of first-time, full-time undergraduate students who completed their three-year programme at a Portuguese institution during
the theoretical period. The study showed that the variance partition
coefficient is 0.27, considering the hierarchical structure of students
nested in programmes. The differential effect of students’ university
entrance scores on degree completion grade point average is stronger
across programmes than across faculties, controlling for students’ sociodemographic background (gender, age and parents’ level of education),
social scholarship granted, and preference regarding the institution and
programme attended. The fixed effects related to the areas of study and
type of institution (e.g. university or polytechnic) were also quantified.
The estimates indicated that secondary school preparation is the most
important predictive factor for the final grade point average of degree
completion among the variables at enrolment. Moreover, differences
based on gender, age, and areas of study were found.
Description
Keywords
University entrance score Degree completion Final grade average Multilevel model