Enhancing student success and reducing dropout: A case study from a Portuguese university

Abstract

In the context of increasingly diverse student populations, this paper aims to contribute to the debate on the role and operational models of higher education institutions in enhancing student success and reducing dropout rates. To frame our discussion, we draw inspiration from Alain Coulon’s model (2008), which identifies three key phases in the transition to higher education: initial estrangement from the academic environment, subsequent familiarisation, and eventual engagement. Using this framework, we present an initiative implemented at a Portuguese university, structured around five main objectives: (1) improving the student welcome experience through community-wide engagement activities, (2) fostering integration via mentoring programs, (3) promoting the dissemination of innovative pedagogical practices inside and outside the classroom, (4) encouraging self-learning and teamwork practices and tools and (5) developing mechanisms to identify and support at-risk students. A key focus of our presentation will be the implementation of an early warning system and the challenges associated with the use and sharing of student data—who should access this information and how it should be operated. While we acknowledge the potential of data sharing to mobilize stakeholders, including students themselves, we also recognize the risks, such as the possible stigmatization of certain student profiles when segmenting data based on characteristics like age, gender, course, or socioeconomic status. Beyond reflecting on these challenges, we will discuss the institutional responses developed through a collaborative approach involving services, departments, academic staff, and students. By aligning our work with Coulon’s model, we seek to generate discussion on best practices for supporting students throughout their transition to university, fostering inclusion, and strengthening transversal skills essential for academic success. In addition, we will reflect on the potential of these interventions in reinforcing the sense of belonging to the academic community, in creating active learning spaces and environments that promote well-being.