Uppeldi og menntun - 01.07.2011, Qupperneq 51

Uppeldi og menntUn/icelandic JoUrnal of edUcation 20 (2) 2011 51
hrafnhildUr V. k Jartansdóttir, kristJana stella blöndal og sif einarsdóttir
study time and were unsuccessful in coordinating the task of writing the BA-thesis
with other personal responsibilities. The individuals felt that the university guide-
lines and support system for writing a BA-thesis were insufficient. However, they had
not taken much advantage of the existing support system during their studies. The
drop-out has had negative consequences because the students feel at a disadvantage
on the job-market and, most notably, dissatisfied with themselves for not having fin-
ished their academic studies. They also feel somewhat stuck in their career develop-
ment. They are interested in further studies; especially in graduate studies which they
are unable to attend until they have completed their undergraduate education. The
results of this study have practical implications for the design of institutional strate-
gies to prevent drop-out. First, career counseling services and guidance seem to play
a key role in helping students clarify their goals and think about their educational
choices in terms of their life-long career. Second, it is important for both counselors
and teachers to make students aware of the importance of good study habits. Third, as
Tinto suggests, the university needs to help students adjust academically and socially
throughout their studies.
Keywords: Late drop-out, college students, academic choice, career goals, career
development
about thE authors
Hrafnhildur V . Kjartansdottir (hvk@hi.is) is an educational and vocational counselor at
the University of Iceland. She completed a B.Ed. degree from the Iceland University
of Education in 1994 and an MA. degree in career counseling and guidance from the
University of Iceland in 2010. Her major research interests are in the areas of drop-out
and adult learners.
Kristjana Stella Blondal (kb@hi.is) is an assistant professor in the MA program in career
counseling and guidance, School of Social Sciences, University of Iceland. She com-
pleted her MA in educational research from University of Iceland and is currently a
Ph.D. student at the School of Education, University of Iceland. Her research is mainly
in the area of upper secondary education.
Sif Einarsdottir (sif@hi.is) is an associate professor in the MA program in career coun-
seling and guidance, School of Social Sciences, University of Iceland. She completed a
Ph.D. in counseling psychology from the University of Illinois, Urbana-Champaign in
2001. Her research is mainly in the area of vocational interest and assessment. She has
also participated in research on bullying and adult learners.