Why is this research important?

Previous research suggests that first-generation students (students whose parents have not attended higher education) are more likely to drop out of their studies. This is a significant issue as it leads to a loss of valuable talent. First-generation students have a lower chance of attaining a degree due to their background, something they cannot change. This not only affects the students themselves but also has societal implications. For example, we miss out on a lot of potential successful entrepreneurs, employees, and scientists. Ultimately, we lose valuable perspectives that could help in addressing major societal challenges.

Therefore, it is important to understand the magnitude of this problem and especially the reasons behind it. These two questions are at the core of the research. In this study, we collaborate with two experts from Utrecht University, whom I know from my PhD.

How is this research conducted?

For each research question, we always strive to choose the best method. To empirically investigate the extent of educational inequality, we use data from Statistics Netherlands (CBS). We analyse the academic success of first-generation students compared to non-first-generation students, taking into account other background characteristics such as educational level or income. We will also examine if the binding recommendation on continuation of studies (BSA) and selection for the programme lead to educational inequality for first-generation students.

We explore the causes of educational inequality through qualitative methods like 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 results in the best research reports. Secondly, this is truly a new topic with limited existing knowledge and significant societal relevance. These are exactly the kind of investigations that led me to work at Dialogic. Thirdly, I consider this a crucial topic because I am a first-generation student myself. Lastly, this research is highly aligned with my PhD, which is exciting as it allows me to apply that knowledge in practice and continue collaborating with familiar scholars.

Why can Dialogic provide answers to these questions?

Dialogic has extensive experience in both quantitative and qualitative inquiries, and as a team, we have the freedom to devise the best possible proposal. Especially the latter aspect enables us to systematically determine which knowledge is lacking and how to best uncover it.