The identification of predictor variables for students at-risk of dropping out of university has received increased attention in higher education settings internationally concerning the context of origin in which they are developed and the different academic context in which they are introduced, often lacking schema-theoretic perspectives to offer conceptual context. The purpose of this article is to offer conceptual perspective on the context of origin in which the predictor variables are developed to identify at-risk students and the different academic context in which they are introduced. The researcher reviewed literature on a number of predictor variables for at-risk students--those at risk of failing and those who face conditions that threatens their potential to complete their studies. The article outlines that factors similar to country context, the paradigm shift from traditional to online learning; and the increase in using Blended Learning practices imperially influence the predictive power of the introduced predictor variables once applied in a diverse context that is not the same as its origin. As a result, the perspective in which higher education should deliberate on when considering predictor variables to identify at-risk students should be based on the context of their students.