Liens entre la persérvérance aux études universitaires et l'octroi d'équivalences et d'exemptions

Authors

  • Monique Chaput Université de Sherbrooke
  • Sylvain Bourdon Université de Sherbrooke

DOI:

https://doi.org/10.56105/cjsae.v7i2.2228

Abstract

Résumé

L'abandon des études est un phénomène alarmant dans la réalité universitaire actuelle. L'octroi d'équivalences et d'exemptions sur la base d'acquis scolaires et extrascolaires en vue de favoriser la persévérance aux études est une pratique pédagogique peu explorée et peu documentée. L'objectif de cette étude est de vérifier s'il existe un lien entre l'octroi d'équivalences et d'exemptions et la persévérance aux études des étudiantes et étudiants universitaires de plus de 21 ans. L'etude est basée sur les données informatisées relatives à la cohorte, admise au semestre d'automne 1985 à l'Université de Sherbrooke. Les possibilités et difficultés inhérentes à l'utilisation de telles données sont discutées. L'analyse permet de discerner un lien entre l'octroi d'equivalences ou d'exemptions en raison d'acquis scolaires et la persévérance aux études. Le lien semble encore plus fort lorsque les équivalences ou exemptions sont octroyées sur la base d'acquis extrascolaires mais le faible échantillon limite la portée de cette conclusion. D'autres cohortes devront être analysées.

Student attrition is an alarming reality of today's university system. The granting of equivalence credits and course exemptions on the basis of prior academic or non-academic learning, as a means to reinforce persistence in studies and ultimately decrease attrition, is an under explored and under documented pedagogical practice. The goal of this study is to explore possible links between the granting of equivalence credits/course exemptions and perseverance in studies of university students 21 years of age and older. The study used computerized university data from the Fall of 1985 admission cohort at University of Sherbrooke. Possibilities and difficulties inherent in the use of such data are also discussed. The analysis supported a link between granting equivalence credits/course exemptions on the basis of previous academic learning and perseverance in studies. The link appears even stronger when equivalence credits / course exemptions were given on the basis of previous non-academic learning but these findings are limited by the small sample size. Further studies of other cohorts should be undertaken.

Downloads

Published

1993-11-01

How to Cite

Chaput, M., & Bourdon, S. (1993). Liens entre la persérvérance aux études universitaires et l’octroi d’équivalences et d’exemptions. Canadian Journal for the Study of Adult Education, 7(2), 1–18. https://doi.org/10.56105/cjsae.v7i2.2228

Issue

Vol. 7 No. 2 (1993)

Section

Articles

License

Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:

  1. The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
  2. The right to be the sole publisher of the article for a period of 12 months;
  3. The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
  4. The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
  5. The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
  6. The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
  7. As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
  8. As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.

BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.

SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.

AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.

Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.

This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).