Reflections on difficulties, learnings, and challenges on a graduation enhancement programme

Abstract

Since 2018 the National University of La Plata (UNLP) has engaged vigorously in the development of programmes to improve academic performance and increase graduation rates. In this paper we analyze the overall results of two initiatives, Taller de Tesinas and Tutoría de Egreso to date, put in place by the Department of Sociology, School of Educational Science and Humanities (UNLP) in order to tackle student withdrawal and reduce graduation obstacles. First we describe each initiative, their main features and actions taken. Then, we evaluate the potential of both initiatives to produce meaningful data that allows us to identify and understand student withdrawal and difficulties regarding graduation, as well as planning more effective strategies to address these issues. While Taller de Tesinas and Tutoría de Egreso were mainly focused in helping students who had disfavorable contexts to take final exams or writing their bachelor thesis, they also had unexpected and beneficial effects on higher education policy making at the faculty level. Both initiatives allowed us to deepen our knowledge on current teaching and learning practices in local Sociology programmes, and to identify Sociology students profiles, including their interests, their educational trajectories and their job aspirations. The evaluation of both initiatives also highlighted the importance of certain institutional support policies to help students deal with obstacles they might face at the final stages and, in particular, to successfully finish their bachelor thesis. Finally, we identify challenges ahead in order to keep improving graduation rates and preventing student withdrawal. Moreover, we find that stress that diagnosis, strategies and evaluation are key to policy making and need to be considered within specific contexts and institutional framework.