Abstract
Purpose
Research on the association between individual characteristics of undergraduate students, drop-out and delayed graduation is still evolving. Therefore, further evidence is required. The paper aims to discuss this issue.
Design/methodology/approach
This paper reports on an empirical study examining the relationship between students’ individual characteristics and delayed graduation. The analysis is based on a sample of 1,167 students who have registered on and have completed a full-time undergraduate programme in Italy. Using a Probit model, the findings document the individual, background and environmental indicators that play a role in explaining delayed graduation.
Findings
The study observes that students who commute to university perform better than those residing on campus. Other factors increasing the probability of completing the undergraduate programme on time include individual characteristics (e.g. gender and age), student background (family income, education), institutional environment (teaching and research quality) and student satisfaction. Finally, some policy implications are discussed.
Social implications
A direct policy implication of these findings is that supporting academic staff in order to enhance their performance in both research and teaching has a positive effect on the performance of the students.
Originality/value
This paper contributes to the debate on the impact of institutional quality on students’ performance, aiming to address the question of balance between teaching and research orientation.
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