Implicit resilience theories: a qualitative study of context-shapers at higher education institutions
通过对59位德国高校情境塑造者（院长、行政人员、学生代表）的深度访谈，发现他们对学生为何坚持或辍学持有不同的隐性假设，这些隐性韧性理论导致辍学被以不同方式合理化，进而影响其采取的行动。
High dropout rates in STEM disciplines are certainly among the most crucial challenges that higher education is facing. While prior research has mainly applied an individual-centered approach that has helped identify factors explaining student dropout, an important yet under-examined issue is how those responsible for shaping the academic environment of students vary in their implicit assumptions of why some students persist while others drop out. In this study, we shift the focus toward the narratives regarding the reasons for student drop out. We report on an in-depth qualitative interview study comprising 59 deans of studies, administrators (i.e. quality managers and student advisors), and student representatives. This group of individuals contributes to the challenge of reducing student dropout by shaping the teaching and learning environment of students at German higher education institutions. Our grounded-theory model indicates that these context-shapers attend to different implicit theories on what constitutes resilient versus non-resilient students. The implicit resilience theories, in turn, result in dropout being legitimized in different ways, which determines the judgements made by context-shapers in terms of actions suitable to reduce student dropout.