"I am still considering returning"

Attrition among university students in Icelandic as a Second Language

Abstract

The study aimed to understand the significant attrition rates within the Icelandic as a Second Language BA programme at the University of Iceland, seeking clues for effective strategies to mitigate this issue. Since its establishment in 1989, the programme has seen a substantial increase in enrolment, growing from 65 students in 1990 to 287 in the 2023– 24 academic year, marking a considerable growth. Despite this, the programme has faced challenges with retention, with a notable decrease in student numbers between successive years and an overall graduation rate lingering around 16 % since 2016, considerably lower than the university’s average undergraduate completion rate of 53 %.

This research is the first empirical survey targeting current and former students to elucidate why they decided to discontinue their studies prematurely. It also delves into the students’ initial objectives, their personal backgrounds, and how these factors might correlate with the attrition rates. The study’s findings unveil avenues for enhancement, particularly in revising procedural, organisational, and pedagogical aspects of the programme, anticipating the future expansion of the programme in light of Iceland’s growing foreign-origin population.

A questionnaire was distributed to all students who had enrolled in the programme over the past ten years (2013–2023), totalling 1,150 students. It addressed their reasons for studying, employment alongside their studies, dependents, how well or poorly the programme served them, and the language family of their mother tongue. Those students still in the programme were additionally asked about their intent to complete their BA degree. Respondents who had dropped out or intended to drop out without graduating were asked why and whether a different programme structure would have facilitated their completion. Furthermore, the participants were given the opportunity to answer open-ended questions with free text about the detailed reasons for their discontinuation of the programme or their lack of intent to complete it. The number of respondents was 431, resulting in a response rate of 37.5 %.

The data challenged the prevalent assumption that most students only intended to gain specific language proficiency without completing the degree, revealing that 82 % of current students aspire to graduate. However, the historical completion rate starkly contrasts with this ambition, underscoring the necessity for a more inclusive and flexible curriculum, especially accommodating students’ diverse backgrounds and needs.

Studies have shown that a diverse student body with various foreign backgrounds poses the greatest challenge to retention (Thomas, 2021). An inclusive curriculum and teaching methods are crucial, particularly regarding course organisation, student-centred teaching approaches, assessment, support, and information dissemination.

The participants cited time constraints, economic and work-related reasons, and dissatisfaction with the course itself as primary reasons for discontinuing their studies, although 70 % felt the programme was beneficial.

A significant portion of the free text feedback highlighted rigid scheduling and a lack of programme flexibility as major deterrents for students who discontinue their studies, particularly for students working alongside their studies. There was a significant demand for distance learning options, especially among those juggling employment and childcare or those who had relocated from the capital.

The responses also illuminated a desire for a more diverse and applicable curriculum. Many students expressed the need for course content that resonates more closely with their lived experiences and professional aspirations beyond the traditional roles of translators or teachers. This feedback suggests opportunities to enhance relevance and engagement in the programme.

In conclusion, the study not only sheds light on the complex factors contributing to student attrition but also highlights the potential for programme enhancements through increased flexibility, a more diverse curriculum, and stronger institutional support. Because the Icelandic as a Second Language programme is poised for further growth, these insights are invaluable for shaping a more inclusive, adaptable, and supportive educational environment that not only attracts but retains a diverse student body, ultimately enriching the academic and cultural fabric of the University of Iceland.