Gestión organizacional en la retención de estudiantes en programas de posgrado: una revisión de alcance

Lira Isis Valencia Quecano

doi:10.31637/epsir-2024-1337

Autores/as

Lira Isis Valencia Quecano Corporación Universitaria de Asturias https://orcid.org/0000-0002-3501-4774

DOI:

https://doi.org/10.31637/epsir-2024-1337

Palabras clave:

deserción, permanencia, educación superior, estudiantes, estudios de posgrado, gestión organizacional, determinante institucional, acompañamiento

Resumen

Introducción: Los gobiernos promueven la educación posgradual para maximizar beneficios como la adquisición de conocimientos y habilidades que mejoran la empleabilidad, estabilidad laboral y salarios de los profesionales, resultando en una mejor calidad de vida. La educación posgradual no solo mejora las perspectivas individuales, sino que también contribuye al desarrollo socioeconómico, convirtiéndose en una herramienta estratégica crucial. Esta investigación se enfoca en analizar las variables institucionales que influyen en la deserción de estudiantes en programas de maestría y doctorado. Metodología: Utilizando el modelo PRISMA (2020), se llevó a cabo una revisión exhaustiva, obteniendo 32 artículos de investigación sobre factores que afectan la decisión de los estudiantes de desertar o permanecer en programas de posgrado. Resultados: Los resultados revelaron seis variables principales que afectan la gestión organizacional y la permanencia estudiantil: falta de programas de financiamiento, ausencia de políticas institucionales de apoyo, diseño curricular inadecuado, poca interacción docente-estudiante, falta de estrategias de acompañamiento y deficiencias en la infraestructura. Conclusiones: Este estudio proporciona información valiosa para diseñar estrategias que promuevan la permanencia estudiantil y reduzcan la deserción, destacando la importancia de una gestión organizacional efectiva y un apoyo institucional sólido para el éxito en programas de posgrado.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Lira Isis Valencia Quecano, Corporación Universitaria de Asturias

Doctoranda en Educación de la Universidad Internacional Iberoamericana de México. Magíster en Educación del Tecnológico de Monterrey y de la Corporación Universitaria Minuto de Dios. Especialista en Gerencia de Recursos Humanos de la Universidad de Bogotá Jorge Tadeo Lozano. Psicóloga de la Fundación Universitaria Konrad Lorenz. Autora del libro “Herramientas y metodologías para gamificación educativa y organizacional”, así como de 36 capítulos de libro y diversos artículos de investigación en temas relacionados con la educación, la deserción y la gestión del talento humano. Ha desarrollado su carrera profesional como Docente en temas relacionados con la psicología organizacional y educación en academias privadas a nivel de pregrado y posgrado. Actualmente, es docente investigadora de la Corporación Universitaria de Asturias.

Citas

Acevedo Calamet, F. (2020). Explanatory factors for dropout from higher education in unfavourable socio-academic contexts. Revista Española de pedagogía, 78(276), 253-270. DOI: https://doi.org/10.22550/REP78-2-2020-02

Amare, M. Y. y Simonova, S. (2021). Global challenges of students dropout: A prediction model development using machine learning algorithms on higher education datasets. SHS Web of Conferences, 129. http://doi.org/10.1051/shsconf/202112909001 DOI: https://doi.org/10.1051/shsconf/202112909001

Arias-Velandia, N., Rincón-Báez, W. U. y Cruz-Pulido, J. M. (2018). Desempeño de mujeres y hombres en educación superior presencial, virtual y a distancia en Colombia. Panorama, 12(22), 58-69. http://doi.org/10.15765/pnrm.v12i22.1142 DOI: https://doi.org/10.15765/pnrm.v12i22.1142

Artiles, M. S., Matusovich, H. M., Adams, S. G. y Bey, C. (2018). Understanding the investment of underrepresented minorities in doctoral engineering programs [Paper presentation]. 125th ASEE Annual Conference and Exposition, June 2018. DOI: https://doi.org/10.18260/1-2--31179

Barragán, S. P. y González, L. (2017). Acercamiento a la deserción estudiantil desde la integración social y académica. Revista de la Educación Superior, 46(183), 63-86. http://doi.org/10.1016/j.resu.2017.05.004 DOI: https://doi.org/10.1016/j.resu.2017.05.004

Beck, H. P. y Milligan, M. (2014). Factors influencing the institutional commitment of online students. The Internet and Higher Education, 20, 51-56. http://doi.org/10.1016/j.iheduc.2013.09.002 DOI: https://doi.org/10.1016/j.iheduc.2013.09.002

Behr, A., Glese, M., Teguim, H. D. y Theune, K. (2020). Dropping out of university: a literature review. Review of Education, 8(2), 614-652. http://doi.org/10.1002/rev3.3202 DOI: https://doi.org/10.1002/rev3.3202

Bridgeman, B. y Cline, F. (2022). Can the GRE predict valued outcomes? Dropout and writing skill. PloS One, 17(6), e0268738. https://doi.org/10.1371/journal.pone.0268738 DOI: https://doi.org/10.1371/journal.pone.0268738

Callender, C. y Dougherty, K. J. (2018). Student Choice in Higher Education—Reducing or Reproducing Social Inequalities? Social Sciences, 7(10), 189-195. http://doi.org/10.3390/socsci7100189 DOI: https://doi.org/10.3390/socsci7100189

Castellar, C. E. y Uribe, J. I. (2004). Capital humano y señalización: evidencia para el área metropolitana de Cali, 1988-2000. Revista Sociedad y Economía, 6, 51-79. https://acortar.link/G0ugf9 DOI: https://doi.org/10.25100/sye.v0i6.3864

Cerezo, R., Bernardo, A. B., Esteban, G. M., Sánchez, M. y Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencial entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30-36. http://doi.org/10.1016/j.ejeps.2015.10.004 DOI: https://doi.org/10.1016/j.ejeps.2015.10.004

Chalfin, A. y Deza, M. (2019). The intergenerational effects of education on delinquency. Journal of Economic Behavior & Organization, 159, 553-571. http://doi.org/10.1016/j.jebo.2017.07.034 DOI: https://doi.org/10.1016/j.jebo.2017.07.034

Choi, H. J. y Kim, B. U. (2018). Factors Affecting Adult Student Dropout Rates in the Korean Cyber-University Degree Programs. The Journal of Continuing Higher Education, 66(1), 1-12. http://doi.org/10.1080/07377363.2017.1400357 DOI: https://doi.org/10.1080/07377363.2017.1400357

Cochran, J. D., Campbell, S. M., Baker, H. M. y Leeds, E. M. (2014). The role of student characteristics in predicting retention in online courses. Research in Higher Education, 55(1), 27-48. http://doi.org/10.1007/s11162-013-9305-8 DOI: https://doi.org/10.1007/s11162-013-9305-8

Contini, D., Cugnata, F. y Scagni, A. (2018). Social selection in higher education. Enrolment, dropout and timely degree attainment in Italy. Higher Education, 75, 785–808. http://doi.org/10.1007/s10734-017-0170-9 DOI: https://doi.org/10.1007/s10734-017-0170-9

Cornér, S., Pyhältö, K., Peltonen, J. y Löfström, E. (2021). Interest, burnout, and drop-out intentions among finnish and danish humanities and social sciences Ph.D. students. International Journal of Doctoral Studies, 16, 593-609. DOI: https://doi.org/10.28945/4867

Cristia, J. y Pulido, J. (2020). Education in Latin America and the Caribbean: segregated and unequal. En M. Busso y J. Messina (Eds.), The inequality crisis: Latin America and the Caribbean at the crossroad (pp. 166-193). Inter-American Development Bank

Djohy, G. (2019). Socio-technological enrollment as a driver of successful doctoral education. International Journal of Doctoral Studies, 14, 161-185. https://doi.org/10.28945/4196 DOI: https://doi.org/10.28945/4196

Ertem, H. Y. y Gokalp, G. (2022). Role of Personal and Organizational Factors on Student Attrition from Graduate Education: Mixed-Model Research. Journal of College Student Retention: Research, Theory and Practice, 23(4), 903-928. DOI: https://doi.org/10.1177/1521025119881391

Fang, D. y Zhan, L. (2021). Completion and attrition of nursing PhD students of the 2001 to 2010 matriculating cohorts. Nursing Outlook, 69(3), 340–349. https://doi.org/10.1016/j.outlook.2020.12.014 DOI: https://doi.org/10.1016/j.outlook.2020.12.014

Fishbein, M. y Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research (1st ed.). Addison-Wesley.

Fonseca, G. y García, F. (2016). Permanencia y abandono de estudios en estudiantes universitarios: un análisis desde la teoría organizacional. Revista de la Educación Superior, 45(179), 25-39. http://doi.org/10.1016/j.resu.2016.06.004 DOI: https://doi.org/10.1016/j.resu.2016.06.004

Foreman-Murray, L., Krowka, S. y Majeika, C. E. (2022). A systematic review of the literature related to dropout for students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 66(3), 228-237. http://doi.org/10.1080/1045988X.2022.2037494 DOI: https://doi.org/10.1080/1045988X.2022.2037494

Geven, K., Skopek, J. y Triventi, M. (2018). How to increase PhD completion rates? An impact evaluation of two reforms in a selective graduate school, 1976–2012. Research in Higher Education, 59(5), 529-552. https://doi.org/10. 1007/s11162-017-9481-z DOI: https://doi.org/10.1007/s11162-017-9481-z

Ghignoni, E. (2017). Family background and university dropouts during the crisis: The case of Italy. Higher Education, 73(1), 127-151. http://doi.org/10.1007/s10734-016-0004-1 DOI: https://doi.org/10.1007/s10734-016-0004-1

González-Moreno, P. A. (2012). Student motivation in graduate music programmes: An examination of personal and environmental factors. Music Education Research, 14(1), 79-102. https://doi.org/10.1080/14613808.2012.657168 DOI: https://doi.org/10.1080/14613808.2012.657168

Guzmán Rincón, A., Barragán, S. y Cala Vitery, F. (2021a). Rurality and Dropout in Virtual Higher Education Programmes in Colombia. Sustainability, 13, 4953. http://doi.org/10.3390/su13094953 DOI: https://doi.org/10.3390/su13094953

Guzmán, A., Barragán, S. y Cala-Vitery, F. (2021b). Rural Population and COVID-19: A Model for Assessing the Economic Effects of Drop-Out in Higher Education. Frontiers in Education, 6. http://doi.org/10.3389/feduc.2021.812114 DOI: https://doi.org/10.3389/feduc.2021.812114

Guzmán, A., Barragán, S. y Cala Vitery, F. (2021c). Dropout in Rural Higher Education: A Systematic Review. Frontiers in Education, 6, 1-17. https://www.frontiersin.org/articles/10.3389/feduc.2021.727833 DOI: https://doi.org/10.3389/feduc.2021.727833

Guzman Rincón, A., Barragán, S., Cosenz, F. y Cala Vitery, F. (2023). Prevention and Mitigation of Rural Higher Education Dropout in Colombia: A Dynamic Performance Management Approach. F1000Research, 12. http://doi.org/10.12688/f1000research.132267.1 DOI: https://doi.org/10.12688/f1000research.132267.2

Guzmán, A., Barragán, S. y Cala-Vitery, F. (2022). Comparative Analysis of Dropout and Student Permanence in Rural Higher Education. Sustainability, 14(14), 8871. https://doi.org/10.3390/su14148871 DOI: https://doi.org/10.3390/su14148871

Guzmán Rincón, A. y Valencia Quecano, L. I. (2024). Modelo de Monte Carlo para la predicción de la deserción: herramienta para la retroalimentación de las políticas públicas en la educación superior. Razón Crítica, 17, 1-19. https://doi.org/10.21789/25007807.2024 DOI: https://doi.org/10.21789/25007807.2024

Heidrich, L., Barbosa, J. L. V., Cambruzzi, W., Rigo, S. J., Martins, M. G. y Dos Santos, R. B. S. (2018). Diagnosis of learner dropout based on learning styles for online distance learning. Telematics and Informatics, 35(6), 1593-1606. http://doi.org/10.1016/j.tele.2018.04.007 DOI: https://doi.org/10.1016/j.tele.2018.04.007

Herbaut, E. y Geven, K. (2020). What Works to Reduce Inequalities in Higher Education? A Systematic Review of the (Quasi-)experimental Literature on Outreach and Financial Aid. Res. Soc. Stratification Mobility, 65. http://doi.org/10.1016/j.rssm.2019.100442 DOI: https://doi.org/10.1016/j.rssm.2019.100442

Hernández-Martínez, A. G, Saavedra-Mayorga, J. J. y Sanabria, M. (2018). La formación doctoral en Administración en Colombia. El caso del proceso de reforma curricular del Doctorado en Ciencias de la Dirección de la Universidad del Rosario. Revista Espacios, 39(35), 30. https://www.revistaespacios.com/a18v39n35/a18v39n35p30.pd

Kehm, B. M., Larsen, M. R. y Sommersel, H. B. (2019). Student dropout from universities in Europe: A review of empirical literature. Hungarian Educational Research Journal, 9(2), 147-164. http://doi.org/10.1556/063.9.2019.1.18 DOI: https://doi.org/10.1556/063.9.2019.1.18

Kemper, L., Vorhoff, G. y Wigger, B. U. (2020). “Predicting student dropout: a machine learning approach”. European Journal of Higher Education, 10(1), 28-47. http://doi.org/10.1080/21568235.2020.1718520 DOI: https://doi.org/10.1080/21568235.2020.1718520

Laato, S., Salmento, H., Lipponen, E., Vilppu, H., Murtonen, M. y Lehtinen, E. (2020). Retention of University Teachers and Doctoral Students in UNIPS Pedagogical Online Courses. Communications in Computer and Information Science, 1220, 503-523. http://doi.org/10.1007/978-3-030-58459-7_24 DOI: https://doi.org/10.1007/978-3-030-58459-7_24

Lance, L. (2011). Nonproduction Benefits of Education. En E. Hanushek, S. Machin y L. Woessmann (Eds.), Handbook of the Economics of Education (pp. 183–282). Elsevier. http://doi.org/10.1016/B978-0-444-53444-6.00002-X DOI: https://doi.org/10.1016/B978-0-444-53444-6.00002-X

Lasso, (2020). Análisis de la formación posgradual a nivel de Maestría y Doctorado en Colombia entre 2010 y 2018. Revista Espacios, 41(48), 161-176. http://doi.org/10.48082/espacios-a20v41n48p12 DOI: https://doi.org/10.48082/espacios-a20v41n48p12

Lauder, H. y Mayhew, K. (2020). Higher education and the labour market: an introduction. Oxford Review of Education, 46(1), 1-9. http://doi.org/10.1080/03054985.2019.1699714 DOI: https://doi.org/10.1080/03054985.2019.1699714

Leijen, A., Lepp, L. y Remmik, M. (2016). Why did I drop out? Former students’ recollections about their study process and factors related to leaving the doctoral studies. Studies in Continuing Education, 38(2), 129-144. https:// doi.org/10.1080/0158037X.2015.1055463 DOI: https://doi.org/10.1080/0158037X.2015.1055463

Lewine, R., Manley, K., Bailey, G., Warnecke, A., Davis, D. y Sommers, A. (2019). “College success among students from disadvantaged backgrounds: “poor” and “rural” do not spell failure”. Journal of College Student Retention: Research, Theory & Practice, 0(0) 1-13. http://doi.org/10.1177/1521025119868438 DOI: https://doi.org/10.1177/1521025119868438

Litalien, D. y Guay, F. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218-231. http://dx.doi.org/10.1016/j.cedpsych.2015.03.004 DOI: https://doi.org/10.1016/j.cedpsych.2015.03.004

Madhlangobe, L., Chikasha, J., Mafa, O. y Kurasha, P. (2014) Persistence, Perseverance, and success (pps): A case study to describe motivational factors that encourage Zimbabwe open university old students to enroll, Persist, and graduate with master’s and doctorate credentials. SAGE Open, 4(3), 15–30. http://dx.doi.org/10.1177/2158244014544291 DOI: https://doi.org/10.1177/2158244014544291

Martins, A. F., Machado, M., Bernardino, H. S. y de Souza, J. F. (2021). A comparative analysis of metaheuristics applied to adaptive curriculum sequencing. Soft Computing, 25(16), 11019-11034. https://doi.org/10.1007/s00500- 021-05836-9 DOI: https://doi.org/10.1007/s00500-021-05836-9

Meyer, H. S., Preisman, K. A. y Samuel, A. (2022). Get connected: A scoping review of advising online graduate stu- dents. Online Learning, 26(3), 274-292. https://doi.org/10.24059/olj.v26i3.2819 DOI: https://doi.org/10.24059/olj.v26i3.2819

Montero, F., Mojard´ın, A. y Audelo, C. (2014). Criterios e Instrumentos para la Admisión en los Estudios de Doctorado. Revista Electronica de Investigacion Psicoeducativa / Electronic Journal of Research in Educational Psychology, 12(34), 853-886. https://doi.org/10.25115/ejrep.34.13138 DOI: https://doi.org/10.25115/ejrep.34.13138

Nightingale, A. (2009). A Guide to Systematic Literature Reviews. Surgery (Oxford), 27, 381-384. http://doi.org/10.1016/j.mpsur.2009.07.005 DOI: https://doi.org/10.1016/j.mpsur.2009.07.005

Núñez, K. y González, J. (2019). Perfil de egreso doctoral: una propuesta desde el análisis documental y las expectativas de los doctorandos. IE Revista de investigación educativa de la REDIECH, 10(18), 161-175. https://doi.org/10.33010/ie_rie_rediech.v10i18.604 DOI: https://doi.org/10.33010/ie_rie_rediech.v10i18.604

OECD (2015). It Together: Why Less Inequality Benefits All. OECD Publishing. DOI: https://doi.org/10.1787/9789264235120-en

OECD, (2022). Panorama de la educación 2022: indicadores de la OCDE. OECD Publishing.

Orellana, D., Segovia-Garcia, N. y Rodríguez Cánovas, B. (2020). El abandono estudiantil en programas de educación superior virtual: revisión de literatura. Revista de la educación superior, 49(194), 47-64. http://doi.org/10.36857/resu.2020.194.1124

Otero, J. N. M., Rabelo, N. R., Alonso, H. B. y Morales, E. R. C. (2021). La formación doctoral: estudio comparativo entre Europa y América. Universidad y Sociedad, 13(4), 170-182. https://rus.ucf.edu.cu/index.php/rus/article/view/2154

Packham, G., Jones, P., Miller, C. y Thomas, B. (2004). E-learning and retention: Key factors influencing student withdrawal. Education+ Training, 46(6/7), 335-342. http://doi.org/10.1108/00400910410555240 DOI: https://doi.org/10.1108/00400910410555240

Pacheco, W. I., Noel, R. J., Porter, J. T. y Appleyard, C. B. (2015). Beyond the GRE: using a composite score to predict the success of Puerto Rican students in a biomedical PhD program. CBE—Life Sciences Education, 14(2), ar13. https://doi.org/10.1187/cbe.14-11-0216 DOI: https://doi.org/10.1187/cbe.14-11-0216

Pereira, V. H., Cunha, J. V. A. d., Avelino, B. C. y Cornacchione Junior, E. B. (2021). Percepção de pós-graduandos sobre os motivos que contribuiriam para a evasão de estudantes dos cursos stricto sensu em Contabilidade. Revista de Contabilidade e Organizações, 15. https://doi.org/10.11606/issn.1982-6486.rco.2021.182882 DOI: https://doi.org/10.11606/issn.1982-6486.rco.2021.182882

Perkins, H. L., Bahnson, M., Cass, C., Tsugawa-Nieves, M. A. y Kirn, A. (2018). Development and testing of an instrument to understand engineering doctoral students’ identities and motivations [Paper presentation]. 2018 ASEE Annual Conference & Exposition. DOI: https://doi.org/10.18260/1-2--30319

Phan, H.P. (2023). Narratives of ‘delayed success’: a life course perspective on understanding Vietnamese international students’ decisions to drop out of PhD programmes. Higher Education, 0(0), 1-17. https://doi.org/10.1007/s10734-022-00992- DOI: https://doi.org/10.1007/s10734-022-00992-9

Proyecto ALFA GUÍA DCI-ALA/2010/94. (2013). Estudio sobre Políticas Nacionales sobre el abandono en la Educación Superior en los países que participan en el Proyecto ALFA-GUIA. https://acortar.link/1vg7eY

Radovan, M. (2019). Should I stay, or should I go? Revisiting student retention models in distance education. Turkish Online Journal of Distance Education, 20(3), 29-40. http://doi.org/10.17718/tojde.598211 DOI: https://doi.org/10.17718/tojde.598211

Rehs, A. (2021). Protégé-advisor gender pairings in academic survival and productivity of German PhD graduates. [Conference] 18th International Conference on Scientometrics and Informetrics. Leuven. Belgium. ISSI 2021, 955-965.

Rekha, I. S., Shetty, J. y Basri, S. (2023). Students’ continuance intention to use MOOCs: empirical evidence from India. Education and Information Technologies, 28(4), 4265-4286. https://doi.org/10.1007/s10639-022-11308-w DOI: https://doi.org/10.1007/s10639-022-11308-w

Rice, J., Rojjanasrirat, W. y Trachsel, P. (2013). Attrition of on-line graduate nursing students before and after program structural changes. Journal of Professional Nursing, 29(3), 181-186. http://doi.org/10.1016/j.profnurs.2012.05.007 DOI: https://doi.org/10.1016/j.profnurs.2012.05.007

Rincón, J. y Vila, M. (2021). Modelo Predictivo Multivariable en Tiempo Real para Predecir el Desempeño de los Estudiantes, en Programas Virtuales de Posgrado, Empleando Inteligencia Artificial. American Journal of Distance Education, 35(4), 307-328. DOI: https://doi.org/10.1080/08923647.2021.1954839

Rotem, N., Yair, G. y Shustak, E. (2021). Dropping out of master’s degrees: objective predictors and subjective reasons. Higher Education Research & Development, 40(5), 1070-1084. http://doi.org/10.1080/07294360.2020.1799951 DOI: https://doi.org/10.1080/07294360.2020.1799951

Ruete, D., Zavala, G., Leal, D., Lira, P. L., Medina, L. P. S., Aravena, M. E. y Costa, G. (2021). Early detection of delayed graduation in master’s students [Paper presentation]. 2021 ASEE Virtual Annual Conference, ASEE 2021.

Salani, D., Albuja, L. D. y Azaiza, K. (2016). The keys to success in doctoral studies: A preimmersion course. Journal of Professional Nursing, 32(5), 358-363. https://doi.org/10.1016/j.profnurs.2016.01.005 DOI: https://doi.org/10.1016/j.profnurs.2016.01.005

Schotten, M., El Aisati, M., Meester, W., Steiginga, S. y Ross, C. (2017). A Brief History of Scopus: The World’s Largest Abstract and Citation Database of Scientific Literature. En F. J. Cantú-Ortiz (Ed.), Research Analytics, pp. 31–58. Taylor & Francis Group. http://doi.org/10.1201/9781315155890-3 DOI: https://doi.org/10.1201/9781315155890-3

Segovia-García, N., Said-Hung, E. y Aguilera, F. J. G. (2022). Educación superior virtual en Colombia: factores asociados al abandono. Educación XX1, 25(1), 197-218. http://doi.org/10.5944/eduxx1.30455 DOI: https://doi.org/10.5944/eduxx1.30455

Smith-Greenaway, E. (2020). Does Parents’ Union Instability Disrupt Intergenerational Advantage? An Analysis of Sub-Saharan Africa. Demography, 57(2), 445-473. http://doi.org/10.1007/s13524-019-00854-7 DOI: https://doi.org/10.1007/s13524-019-00854-7

Spady, W. G. (1970). Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, 1(1), 64-85. http://doi.org/10.1007/BF02214313 DOI: https://doi.org/10.1007/BF02214313

Su, J. y Waugh, M. L. (2018). Online Student Persistence or Attrition: Observations Related to Expectations, Preferences, and Outcomes. Journal of Interactive Online Learning, 16(1). 1-17. http://www.ncolr.org/jiol/issues/pdf/16.1.4.pdf

Sverdlik, A., Hall, N. C., & McAlpine, L. (2020). PhD imposter syndrome: Exploring antecedents, consequences, and implications for doctoral well-being. International Journal of Doctoral Studies, 15, 737–758. https://www.infor- mingscience.org/Publications/4670 https://doi.org/10.28945/4670 DOI: https://doi.org/10.28945/4670

Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125. http://doi.org/10.3102/00346543045001089 DOI: https://doi.org/10.3102/00346543045001089

Tinto, V. (1987). Leaving College: Rethinking the Causes and Cures of Student Attrition. The University of Chicago Press

Tinto, V. y Cullen, J. (1973). Dropout in higher education: a review and theoretical synthesis of recent research (Contract OEC-0-73-1409, 99). Office of Education (DHEW).

Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, 169(7), 467-473. http://doi.org/10.7326/M18-0850 DOI: https://doi.org/10.7326/M18-0850

Valencia, L., Guzmán, A. y Barragán, S. (2024). Dropout in postgraduate programs: an underexplored phenomenon – a scoping review. Cogent Education 11(1), 1-12 http://doi.org/10.1080/2331186X.2024.2326705 DOI: https://doi.org/10.1080/2331186X.2024.2326705

Van Bragt, C. A., Bakx, A. W., Teune, P. J., Bergen, T. C. y Croon, M. A. (2011). Why students withdraw or continue their educational careers: a closer look at differences in study approaches and personal reasons. Journal of Vocational Education and Training, 63(2), 217-233. http://doi.org/https://doi.org/10.1080/13636820.2011.567463 DOI: https://doi.org/10.1080/13636820.2011.567463

Van der Haert, M., Arias Ortiz, E., Emplit, P., Halloin, V. y Dehon, C. (2014). Are dropout and degree completion in doctoral study significantly dependent on type of financial support and field of research? Studies in Higher Education, 39(10), 1885-1909. https://doi.org/10.1080/03075079.2013.806458 DOI: https://doi.org/10.1080/03075079.2013.806458

Van Rooij, E., Fokkens-Bruinsma, M. y Jansen, E. (2021). Factors that influence PhD candidates’ success: The impor- tance of PhD project characteristics. Studies in Continuing Education, 43(1), 48-67. https://doi.org/10.1080/0158037X.2019.1652158 DOI: https://doi.org/10.1080/0158037X.2019.1652158

Vidak, M., Tokali´c, R., Maruˇsi´c, M., Puljak, L. y Sapunar, D. (2017). Improving completion rates of students in biomedical PhD programs: An interventional study. BMC Medical Education, 17(1), 1-8. https://doi.org/10.1186/s12909- 017-0985-1 DOI: https://doi.org/10.1186/s12909-017-0985-1

Voelkle, M. C. y Sander, N. (2008). University dropout: A structural equation approach to discrete-time survival analysis. Journal of Individual Differences, 29(3), 134–147. http://doi.org/10.1027/1614-0001.29.3.134 DOI: https://doi.org/10.1027/1614-0001.29.3.134

Volkert, D., Candela, L. y Bernacki, M. (2018). Student motivation, stressors, and intent to leave nursing doctoral study: A national study using path analysis. Nurse Education Today, 61, 210-215. https://doi.org/10.1016/j.nedt. 2017.11.033 DOI: https://doi.org/10.1016/j.nedt.2017.11.033

Wainerman, C. y Matovich, I. (2016). El desempeño en el nivel doctoral de educación en cifras: Ausencia de información y sugerencias para su producción. Education Policy Analysis Archives, 24, 124. https://doi.org/10.14507/epaa.24.2584 DOI: https://doi.org/10.14507/epaa.24.2584

Wollast, R., Boudrenghien, G., Van Der Linden, N., Galand, B., Roland, N., Devos, C., De Clercq, M., Klein, O., Azzi, A. y Frenay, M. (2018). Who are the doctoral students who drop out? Factors associated with the rate of doctoral degree completion in universities. International Journal of Higher Education, 7(4), 143-156. DOI: https://doi.org/10.5430/ijhe.v7n4p143

Xavier, M. y Meneses, J. (2020). A Literature Review on the Definitions of Dropout in Online Higher Education. EDEN Conference Proceedings. Budapest. Hungary. http://doi.org/10.38069/edenconf-2020-ac0004 DOI: https://doi.org/10.38069/edenconf-2020-ac0004

Xianghan, W. (1995). A Study on the Current Job-Selection Preferences of Postgraduate Students. Chinese Education & Society, 28(5), 69-84. http://doi.org/10.2753/CED1061-1932280569 DOI: https://doi.org/10.2753/CED1061-1932280569

Zewotir, T., North, D. y Murray, M. (2015). The time to degree or dropout amongst full-time master’s students at University of KwaZulu-Natal. South African Journal of Science, 111(9-10), 01-06. http://doi.org/10.17159/SAJS.2015/20140298 DOI: https://doi.org/10.17159/sajs.2015/20140298

Zuñiga, V. M. (2006). Deserción Estudiantil en el Nivel medio Superior, Causas y solución. Trillas.