Why is retention an issue ? Guiding lights: Enhancing student - PDF document

21 st International Conference on First Year Experience Dublin, Ireland 23-26 June 2008 Why is retention an issue ? Guiding lights: Enhancing student • Performance indicator for institutions retention through student support • Widening participation and student ambassadors • Government target to bear down on non-completion 21st International FYE Conference (Department for Education and Skills, 2002: 14) Dublin 23-26 June 2008 • Expansion of higher education Stephanie Fleischer & Marilyn Doust • Student success Understanding the needs of a What does the literature tell us? changing student population • National Audit Office 2007 • Annual retention report • House of Commons 2008 • Information for prospective students • Student experience (Tinto 2002, Yorke and Thomas 2003) • Resources for students and staff • Role of Teaching and Learning to improve student retention • Clear strategic commitment to retention in HE (Crosling et al 2008) • Process of establishing friendship networks (Thomas 2002, Wilcox et al 2005) Support through Survey early leavers academic provision • Withdrawal survey • Personal Development Planning • Annual report • Training and support for Personal Tutors • Student Support and Guidance tutors • Student Support and Guidance Tutors to complement personal tutoring • Retention research in Schools • Specialist support services University of Brighton, UK Email: S.Fleischer@brighton.ac.uk or M.I.Doust@brighton.ac.uk 1

21 st International Conference on First Year Experience Dublin, Ireland 23-26 June 2008 Retention interventions at the Share good practice University of Brighton • Student Support and Guidance Tutor (SSGT) • Institutional Retention Review Group • The Chelsea School model (SSGT and Student • Retention conference for staff Ambassadors) • Knowledge exchange with external experts • SSGT and student support network • ‘On the right path’ website http://student.brighton.ac.uk/thinkingofleaving/ Aims of the Student Support and Student numbers in SASS Guidance Tutor (SSGT) Project • To improve retention of level 1 students 900 850 775 800 • Research factors affecting withdrawal in this student group 700 635 • To identify leaning and teaching strategies to enhance 600 524 500 student retention 404 400 302 Two strands 273 300 260 200 • Student Support 100 0 • Research into the first year student experience 1999/00 2000/1 2001/2 2002/3 2003/4 2004/5 2006/5 2006/7 Student Support Student Support and Guidance Tutor (SSGT ) • Appointment of a part-time Student Support and • SSGT is introduced to level 1 students on the first day of term in Induction Week Guidance Tutor (SSGT) • Provides a confidential drop-in and appointment service • SSGT provides a first point of contact for level 1 students • Responds to student questions via email/phone/text messaging • SSGT sends text message to all first year students at • SSGT follows-up level 1 students whose attendance is poor or who key times fail to submit assessed work • Refers students to Student Services or Academic Staff if necessary • Complements Personal Tutoring University of Brighton, UK Email: S.Fleischer@brighton.ac.uk or M.I.Doust@brighton.ac.uk 2

21 st International Conference on First Year Experience Dublin, Ireland 23-26 June 2008 L1 non-continuation rates Issues Raised by students School of Applied Social Science 25.0 NC rate NC BM • Financial Issues Young NC Young BM 20.0 • Personal problems Mature NC Mature BM • Course related worries: study skills, regulations and 15.0 procedures 10.0 • Withdrawal, intermission, course transfer 5.0 • Health problems • Accommodation 0.0 2001/02 2002/03 2003/04 2004/05 2005/06 • Disabilities Quotes from Students “ It has been very, very helpful knowing that there is someone. I don’t know, she [the SSGT] just seems like a bridge between the university and the students not just like a part “She [the SSGT] just in the university, just somewhere in between.” told me what I needed (Male, stayed, aged 20) to do and where I “I don’t think I would needed to go, it was fine.” have done half the things “I think it was quite a positive discussion that (Female, 23) we had and she [the SSGT] went around all of I have done now, if she [the SSGT] hadn’t like my options to see whether, almost to see whether I was making the right decision or told me they were there.“ not and then she helped me in what I had to (Male, 22) do after that.” (Female, withdrew, aged 19) Chelsea School model SSGT roll-out Student Support Tutor • Ongoing liaison with SSGTs in involved schools • Links to other support networks within the university Ambassadors (Student Services, Student Union) • Information exchange pre-entry post entry in person remotely applicants students • Training University of Brighton, UK Email: S.Fleischer@brighton.ac.uk or M.I.Doust@brighton.ac.uk 3