Higher education expansion in Germany has not been matched by commensurate improvements in student outcomes. With fewer than 30 percent of students graduating on time and dropout rates of around 28 percent, the system faces a significant retention challenge. Thus, the determinants of study success and strategies to address these issues have to be evaluated.
Drawing on evidence from the DACH region, the drivers of dropout, including academic performance, social origin, motivation, and academic preparedness are discussed. Furthermore, low-cost interventions designed to alter study behavior, such as self-commitments and relative performance feedback, show mixed evidence. In parallel, the institutional framework of higher education is examined, focusing on the binding nature of study and examination regulations, suggesting at least a correlation between institutional commitment and timely degree completion. The discussion summarizes implications for higher education policy, emphasizing the need for improved data infrastructure and rigorous evaluation to foster student success.
Speaker:
Kerstin Schneider is Professor of Public Finance and Taxation at the University of Wuppertal, Chair of the Wuppertal Institute for the Economics of Education (WIB), and a member of the extended Board of Directors of RWI. At RWI, she contributes to the institute’s strategic development and to strengthening its profile in education economics and economic education. She received her PhD in Economics from the University of Georgia in 1993 and completed her habilitation at the University of Dortmund in 2001. Her research focuses primarily on the economics of education. She is also a member of the Standing Scientific Commission (SWK), the independent scientific advisory body of the German Standing Conference of the Ministers of Education and Cultural Affairs. In addition, she served as Deputy Chair of the German Data Forum (RatSWD) from 2020 to 2024 and as its Chair from 2024 to 2026.
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