Motivação e fatores de evasão nos cursos de negócios em uma universidade pública brasileira

Abstract

Student dropout in higher education is a multifactorial phenomenon that compromises human capital development and the quality of the academic environment. This study aimed to identify and understand the factors associated with student dropout and the motivations underlying withdrawal among students enrolled in the Business Administration, Accounting, and Economics programs at the Federal University of Grande Dourados (UFGD), Brazil. Adopting a qualitative approach, the research was based on documentary analysis and interviews with students who withdrew from their programs between 2014 and 2024. The study was conducted in two stages: the first focused on identifying the factors associated with dropout, while the second examined the more recent motivations reported by former students. The findings indicate that dropout is a process of disengagement, often preceded by emotional distress, frustration with the dynamics of university life, and a perceived lack of belonging. Limited student assistance policies and socioeconomic challenges further intensify this process. The study concludes that student retention depends not only on institutional factors but also on subjective experiences of support, inclusion, and recognition. These findings highlight the need for public and institutional policies that integrate emotional support, academic guidance, and active listening in order to foster a more inclusive and transformative university environment.