Academic Maze Runners of Sorbonne University Abu Dhabi A Case study on Sorbonne University Abu Dhabi Students FLE Intake AY 2017-2018-Cohort Analysis

The present study investigates the various factors that impact student retention and timely graduation rates at Sorbonne University Abu Dhabi-UAE. The research methodology employed in this study was the use of a mixed methods approach, which encompassed the analysis of both quantitative data and qualitative interviews. The study conducted a quantitative analysis on a specific group of 254 students who were admitted to the French Intensive Language (FLE) program during the academic year of 2017-2018. The observation of student enrollment status was conducted across many academic years in order to evaluate the progress of students and identify those who either dropped out or successfully completed their studies within the designated time frame (one year for the FLE program and three years for the bachelor's degree). The study employed chi-square tests to analyze the relationship between graduation rates and variables such as gender, age, nationality, and scholarship status. The key findings of the study revealed that male and adult learner students exhibited lower rates of timely graduation, whereas non-Emirati students shown higher rates of retention. The individuals who received conditional merit scholarships demonstrated greater rates of completing their three-year bachelors degree compared to students who received unconditional government funding. The findings of this study indicate that qualitative interviews conducted with a sample of seven graduates shed light on the influence of various individual characteristics, such as motivation, skills, and family support, on their ability to persist in their academic pursuits. Additionally, the study highlights the presence of institutional shortcomings, namely inadequate preparation for bachelor's degree programs, which emerged as significant impediments for these graduates. Nevertheless, it is important to note that the constraints in question did not have a direct causal relationship with the withdrawals. In general, a multitude of complex individual, societal, and organizational factors influenced the academic paths of students. The recommendations encompass many strategies to enhance institutional practices. These strategies involve the implementation of expanded tracking mechanisms for multi-year cohorts, the integration of grade and attendance data, conducting interviews with withdrawn students, and implementing targeted modifications to address specific institutional shortcomings.