Abstract:

In recent years, European and Portuguese higher education systems have faced converging challenges of declining enrolment and increasing dropout, particularly in undergraduate programs, with significant implications for institutional sustainability, equity of access and the overall quality of the student experience. Within this landscape, private institutions confront additional pressures related to competition with the public sector, perceived employability of their graduates and the economic vulnerability of their student populations. The main objective of this study is to identify the specific factors associated with the reduction in student numbers and the increased risk of dropout in private higher education, in order to define short- and medium-term institutional actions to strengthen student recruitment, retention and enhance the undergraduate experience. More specifically, the study aims to map patterns and trends among demographic, academic, institutional and contextual variables, characterizing enrolments, withdrawals and academic success indicators and examining how these relate to academic integration, well-being, economic conditions and perceived risk of leaving higher education.

Participants are undergraduate students aged 18 and over enrolled in different campuses of higher education institutions. The overall sample includes 2 093 students, predominantly female (66.9%). The most represented programs are Law (28.4%), Architecture (17.5%) and Psychology (14.1%), with a relatively balanced distribution across the 1st, 2nd and 3rd years and a smaller proportion in the 4th year or above. In terms of student profile, 72.6% identify as full-time students, while 24.3% are working students, many of whom work up to 20 hours per week; most live with their families (85.3%) and 73.6% reside within 50 km of the university.

The study reveals moderate academic integration and perceived success, with stronger belonging at program and class level than at institutional level and particularly negative views of assessment and attendance regimes. Students feel fairly treated, safe and in good interpersonal climates, yet show low institutional belonging, weak extracurricular participation, moderate motivation and only partial awareness and use of support services. Economic conditions are mixed: many report acceptable family stability, but a minority face difficulty paying fees and materials with limited access to scholarships and low use of social and psychological support. Dropout risk is high, with 64.5% having considered leaving, especially in the first year and reasons centered on structural and academic issues, whereas personal and work–study balance factors are less prominent. Students value, as key measures to support continuity, more scholarships and flexible payment, alternative schedules and hybrid teaching, reinforced tutoring and curricular support, improved facilities and accessible psychosocial services. Overall, the findings point to the need for integrated institutional strategies combining reform of assessment and attendance policies, enhanced financial and academic support, greater flexibility, stronger institutional identity and improved visibility of support services, which will be further reflected upon and discussed in terms of implications for policy, program design and student support in the conference presentation.

Keywords:

Academic integration, Institutional belonging, Private higher education, Dropout risk.