Abstract:

The final report of 2016 for the renewal of the accreditation of the “Degree in French Studies” of the University of Granada (UGR), prepared by the Direction of Evaluation and Accreditation of the Andalusian Knowledge Agency (DEVA-AAC) mentioned a number of problems that afflict the Degree. In this context, the graduation rate, the initial dropout rate and the cumulative dropout rate were highlighted. The teaching team of the Department of French Philology is very aware that such rates are unacceptable, since the first rate is below the average of all studies at the UGR, even below similar studies (Art and Humanities).

Since several academic years, this team has been working on improvement actions aimed at remedying this situation, analyzing the causes of this abandonment, and proposing a series of specific actions. We understand, however, that there is no magic wand, that such a problem is due to a multitude of factors, and that in some cases the scope for action is limited as it affects variables that are beyond direct control (orientation in secondary education, organization of teaching, absence of level tests in accessing university, number of students,...). On the other hand, we understand that we have a real responsibility in one of the parameters that decisively influence the success, drop-out, efficiency and performance rates of our students, such as the impact on the learning culture with which they approach their studies at university, their attitudes and their involvement in learning.

It is clear that intervention in these factors involves slow work, as is any change in cultural patterns and behaviors. And it cannot therefore be pretended that the actions we have undertaken provide an immediate solution, but rather mark a path that will lead, with the efforts of all the sectors involved (teachers, students, university administration, quality unit), towards a progressive reduction of such drop-out rates, and the improvement of the rest of the indicators to which we have alluded (success, efficiency, performance).

The Quality Improvement Plan, approved in 2016, and put into action since the academic year 2016-2017, includes a series of sections and several actions in order to avoid abandonment and improving student engagement.

Finally, we would like to point out that the implementation of these actions has led to an improvement in some of the rates indicated above, which encourages us to maintain them, strengthen them and personalize them. We can indeed see that, in the last years, the rate of initial abandonment and accumulated abandonment have improved significantly, although the graduation rate (completion of studies in the planned years) needs a follow-up, as well as the success rate.

Acknowledgement:
This study was supported by Grant Nº21-15 (Proyecto de Innovación y Buenas Prácticas Docentes Básicos II 2021-2022, Universidad de Granada, España).

Keywords:

Innovation, student engagement, drop-out, Degree in French Studies, best practice examples.