本研究旨在探討大學生校園經驗與流失之關係，研究問題包括：(一) 科技大學學生流失的類別與原因為何？(二)科技大學學生個人背景、入學前就學經驗對校園經驗的關係為何？(三)本研究持續就讀與流失學生，在校園經驗的差異性為何？(四)影響科技大學學生流失的因素為何？最後，提出未來在大學校園中如何減少學生流失的建議，提供學校、師生參考。
研究方法以量化為主，質性為輔。量化研究運用問卷調查法，以校園經驗為基礎編製問卷，其中個人背景包括性別、就讀年級、家庭經地位、家庭結構、工讀時數、財務需求，入學前就學經驗包括入學方式、高中職類型、高中職科系、高中職畢業成績、高中職畢業班級排名，校園經驗包括學術投入、人際投入、學校滿意度、目標發展承諾。質性研究則針對量化研究不足之處，透過深度訪談加以釐清：(一)休退轉學的主要原因，以及有哪些個人因素影響？(二)在學校內的學習經驗為何？是否遭遇到學習方面困難？是否因為興趣不合造成學習意願低落？高中學習狀況對進入大學的影響？(三)在學校內與同學之間的互動情形與班級氛圍。(四)對學校學習環境與設備的感受？
研究對象為北區某科技大學持續就讀與流失學生，持續就讀組學生分層比例取樣，流失組學生採立意取樣。訪談對象則是依據問卷調查結果，選取 6 位持續就讀的學生以及6位流失學生進行訪談。
本研究結果發現：
一、本研究對象學生流失的類別以休學居多，其次為轉學與退學，學生流失主要原因為興趣不合、其次為經濟因素，流失的比例以低年級較高。
二、大學生個人因素及入學前經驗在校園經驗的差異分析發現，性別、年級、家庭結構、家庭社經地位、工讀時數、財務需求、高中類型、入學管道、高中職就讀科系、高中職畢業成績、高中職畢業排名均達顯著差異。
三、個人背景、入學前就學經驗對校園經驗的解釋力方面，發現個人背景與入學前就學經驗對於學術投入中的課業學習態度解釋力為19.5%，專業導向學習態度態度的解釋力為 13.4%，學習困難的解釋力17.1%；對於人際投入中的同儕互動與班級氛圍解釋力為10.6%，校園活動參與的解釋力為7.4%；對學校環境與設備滿意度的解釋力為 9.9%；對目標發展與承諾中的目標與興趣發展的解釋力9.3%，學位目標的解釋力5.0%，就讀意願的解釋力15.9%。
四、運用邏輯斯迴歸探討個人背景與校園經驗對於學生流失組與就學組的勝算比，發現學生流失組在低年級、較少參加社團或系學會活動與校園活動、課業學習投入較低、學習困難較高、同儕互動與班級氛圍滿意較低、學校滿意度以及就讀意願較低的情況中比例較高。 
五、質性訪談包括學生對於持續就學或流失的看法，結果歸納出六項主題如下：
(一)學生高中學經驗與家庭經濟狀況有影響。
(二)班級學習氣氛、師生互動與課業學習態度的影響。
(三)同儕互動關係的影響。
(四)對學校環境主觀知覺之經驗。
(五)學生目標發展與承諾經驗之影響。
(六)對學校認同感強化就學動機。
本研究基於研究結果，提出建議包括：
一、對學校相關單位之建議：(一)強化新生定向輔導工作，提升就讀意願，減少低年級學生流失；(二)提升學校學習設備，強化學生對學校滿意度與認同感；(三)強化學校環境與景觀之營造；(四)及早篩選學習困難之學生，了解其學習困難因素。(五)將學生流失與學習發展相關研究納入校務研究範圍。
二、教師與行政單位之建議：(一)營造良好班級氛圍，並塑造班級學習氣氛與人際互動；(二)教師強化課堂上與學生互動，提升學生學習態度與目標；(三)關注不同背景學生之困擾與問題。
三、對大學生之建議：(一)積極運用學校資源，降低學習困難；(二)積極參與校園活動，提升人際關係互動；(三)工讀與課業學習之間取得平衡。
四、對未來相關研究之建議：(一)加入不同學制以及其他一般大學學生進行比較；(二)增加非自願流失學生的比較；(三)探討學生在校成績對學生流失影響；(四)師生互動關係、學校認同感對學生流失的影響。

This study aimed to examine the factors influencing the retention and attrition of students in universities of science and technology. The following problems were examined: (1) types of and reasons for student attrition in universities of science and technology; (2) relationships between students’ backgrounds and pre-university experiences and their university experience; (3) differences in campus experience between students who stayed and those who left; and (4) factors influencing the attrition of students in universities of science and technology. We proposed several suggestions for schools, teachers, and students on how to reduce student attrition.
A quantitative research framework was adopted in this study and complemented with a qualitative analysis. For quantitative analysis, we developed a university experience questionnaire to conduct a questionnaire survey. Demographics variables comprised respondents’ gender, year of university, family socioeconomic status, family structure, hours of part-time work, and financial needs. Variables related to pre-university school experience comprised respondents’ academic pathway, high school type, high/vocational school department, high/vocational school graduation results, and high/vocational school graduation class rank. Variables related to university experience comprised respondents’ academic involvement, social involvement, school satisfaction, and goal development and commitments. For qualitative analysis, we conducted a series of in-depth interviews to compensate for deficiencies in the quantitative analysis. The content of the interviews comprised (1) the primary reason for respondents’ suspension of studies, withdrawal, or transfer and the personal factors influencing their decision; (2) respondents’ on-campus learning experiences and difficulties, whether their poor learning willingness was associated with the loss of interest, and the effects of their high/vocational school learning experiences on their university experience; (3) on-campus student interaction and classroom atmosphere; and (4) respondents’ feelings toward their learning environment and university facilities/equipment.
Several students who were studying in and who withdrew from a university of science and technology located in Northern Taiwan at the time of this study were examined. Stratified random sampling was used to select students for the retention group, and purposive sampling was used to select students for the attrition group. Six students in the retention group and six students in the attrition group were selected based on their questionnaire results to participate in the interviews.
The findings of this study were as follows:
1.The main type of attrition among the respondents was suspension of studies, followed by transfer and withdrawal. The main reason for attrition was loss of interest, followed by financial concerns. Attrition rate decreased with seniority.
2.A variance analysis on the effects of demographics and pre-university school experience on university experience showed that gender, year of university, family structure, family socioeconomic status, hours of part-time work, financial needs, high school type, academic pathway, high/vocational school department, high/vocational school graduation results, and high/vocational school graduation class rank achieved significant differences.
3.For the explanatory power of the respondents’ demographics and pre-university school experience on their university experience, findings showed that demographics and pre-university school experience explained 19.5% of the variance for the academic learning attitude variable, 13.4% for the professional learning attitude variable, and 17.1% for the learning difficulty variable in academic involvement. They explained 10.6% of the variance for the peer interaction and classroom atmosphere variable and 7.4% for the campus activity participation variable in social involvement. They also explained 9.9% of the variance for school environment and equipment satisfaction, followed by 9.3% for the goal and interest development variable, 5.0% for the target degree variable, and 15.9% for the attendance willingness variable in goal development and commitments.
4.We performed a logistic regression analysis to determine the odds ratios of the two groups based on their demographics and university experience and found that the odds were higher for low-year respondents in the attrition group; those who seldom participated in club, department, or university activities; those with low academic learning involvement; those with learning difficulties; those dissatisfied with peer interaction and classroom atmosphere; and those with low satisfaction or willingness to attend school.
5.The qualitative interviews included respondents’ views on retention and attrition. We consolidated the interview findings under six themes:
(1)Effects of respondents’ high school experience and family financial situation
(2)Effects of classroom atmosphere, teacher–student interaction, and learning attitude
(3)Effects of peer interaction and relationships
(4)Subjective perceptions and experience of the university environment
(5)Effects of respondents’ goal development and commitment experiences
(6)Attendance motivation reinforced by respondents’ identification with the university
The following suggestions were formulated based on the research results:
1.Academic institutions: (a) Strengthen freshmen orientation and consultation to enhance their willingness to attend school and reduce the attrition of low-year students; (b) upgrade learning equipment to enhance students’ satisfaction and identification; (c) upgrade the school environment and landscape; (d) identify students with learning difficulties early and elucidate the reasons for their difficulty in learning; and (e) include student attrition and learning development research into the scope of institutional affairs research.
2.Teachers and administration departments: (a) Create a favorable classroom environment and promote classroom learning and interaction; (b) strengthen teachers’ interaction with students in the classroom to enhance students’ learning attitude and develop goals; and (c) pay attention to the difficulties and problems of students from different backgrounds.
3.University students: (a) Utilize school resources to reduce learning difficulties; (b) actively participate in school activities to enhance social interaction; and (c) achieve a balance between school and work.
4.Future researchers: (a) Compare students from different education systems; (b) include involuntary withdrawal in the analysis; (c) explore the effects of students’ school performance on their attrition; and (d) investigate the effects of teacher–student interaction and relationships and school identification on student attrition.

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