Determinants of Students' Completion Rate in Institutions of Higher Learning: A Case Study of Bishop Stuart University, Mbarara: A cross-sectional, concurrent mixed-methods study.
DOI:
https://doi.org/10.51168/bj620w47Keywords:
student completion rate, attrition, dropout, higher education, institutional support, Uganda, Bishop Stuart University, College Fit TheoryAbstract
Background:
Student attrition in sub-Saharan African higher education constitutes a persistent challenge, and Bishop Stuart University (BSU) recorded a non-completion rate of approximately 27.2% among students admitted to its Faculty of Business, Economics and Governance in 2019/2020. The institutional and individual determinants of this attrition haven’t previously been empirically investigated at BSU.
Objectives:
This study sought to (i) examine institutional factors influencing student completion rates and (ii) identify individual student characteristics that predict or impede timely degree completion at BSU.
Methods:
A concurrent mixed-methods, cross-sectional design was adopted. A structured questionnaire was administered to 115 students selected through stratified random and systematic random sampling from a population of 5,400 students. Qualitative data were generated through in-depth interviews with four key institutional informants. Quantitative data were analysed using SPSS Version 21 (descriptive statistics and Pearson chi-square tests); qualitative data underwent thematic analysis following Braun and Clarke's (2006) framework. Methodological triangulation was employed to enhance the rigour and credibility of findings.
Results:
Satisfaction with academic support services was significantly associated with students' perception of adequate institutional support (χ²=18.73, p=0.016), and utilisation of such services was linked to higher institutional ratings (χ²=12.45, p=0.014). Full-time employment was significantly correlated with severe financial burden (χ²=21.30, p=0.006), while the perceived importance of academic success strongly predicted motivation to complete (χ²=28.94, p<0.001). Qualitative findings revealed systemic gaps in proactive student monitoring, inconsistent engagement strategies, technological deficits, and reactive rather than preventive identification of at-risk students.
Conclusions:
Completion rates are shaped by the dynamic interaction of individual and institutional factors. Institutional responsiveness manifested through accessible academic support, financial aid, reliable infrastructure, and inclusive policy implementation is as critical as individual motivation and financial resilience.
Recommendation:
Evidence-based early-alert systems, structured engagement programmes, and participatory policy design are urgently recommended to reduce attrition, particularly in resource-constrained Ugandan higher education contexts.
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