Why is this research important?

Previous research suggests that first-generation students (students whose parents have not attended university) are more likely to drop out of their studies. This is a major issue as it leads to the loss of valuable talent. First-generation students have lower chances of obtaining a degree due to their background, something they cannot control. This not only affects the students themselves but also has societal implications. For instance, we miss out on numerous potentially excellent entrepreneurs, employees, and scientists. Additionally, we lose valuable perspectives that could help address significant societal challenges.

Therefore, it is important to understand the extent of this problem and, more importantly, its underlying causes. These two questions are central to the research. In this study, we collaborate with two experts from Utrecht University, whom I know from my PhD research.

How is this research conducted?

For each research question, we always aim to select the best methodology. To quantitatively investigate the extent of educational inequality, we use CBS data. We analyse the academic success of first-generation students compared to non-first-generation students, considering other background characteristics such as educational level and income. We also explore whether the binding study advice (BSA) and selection processes for programmes contribute to educational inequality for first-generation students.

To examine the causes of educational inequality, we utilise qualitative methods such as interviews and focus groups. We involve experts in this field and, of course, first-generation students themselves.

What makes this research enjoyable for you?

Four things. Firstly, I find the combination of quantitative and qualitative methods enjoyable, as it often leads to the best research reports. Secondly, this is a truly novel topic with limited existing knowledge and high societal relevance. These are exactly the kind of research projects that drew me to work at Dialogic. Thirdly, I consider this a crucial subject as I am a first-generation student myself. Finally, this research aligns well with my PhD, which is exciting as it allows me to apply that knowledge in practice and maintain collaborations with familiar academics.

Why can Dialogic provide answers to these questions?

Dialogic can address these questions precisely because of our extensive experience with both quantitative and qualitative inquiries, and the freedom we have as a team to devise the best possible research proposal. Particularly, this freedom enables us to systematically investigate the missing knowledge and determine the most effective methods to uncover it.