A Balancing Act? Development and Application of a New Model for Retention of Part Time Distance Learners

Susan Edwards

Student Liaison Officer (Retention)

University of Derby

Overview of Session

• Interesting Facts – Student Retention in the UK• What is Different? - Generalisations …• Why Does the Difference Matter?

– Mature and Working Students• Why a New Model?• Edwards Retention Scales for Part Time Distance

Learners – 3 Examples• Practical Applications• Questions?

Interesting Facts - Student Retention in the UK

• Withdrawal rates not changed significantly since 1982 Select Committee on Education and Employment (2001)

• UK has 2nd highest retention rate after Japan McGraw (2002)

• (2004/05) 91.6% of full time students continued to 2nd year of study

• (2004/05) 79.6% of part time students continued to 2nd year of studyCompletion rates not calculated due to “lack of consistent course structure” and the “inherent flexibilities in the patterns of study and time taken to complete a course” National Audit Office (2007)

What is Different? – Some Generalisations

• Part-Time • Distance• Mature• Working• Outside Commitments• Returners to Study

Why Does the Difference Matter? – Mature

Mature withdraw for different reasons than younger students.

•one and a half times more likely to make the wrong choice of field of study•were much more likely to experience financial difficulty•suffer from the demands of employment whilst studying•more likely to have dependants

(Yorke, 1999)

Why Does the Difference Matter? - Working Whilst Studying

• “a marked and significant reduction in the end-of-year average of students who were employed.” …. “37.7 per cent of those who had a job could have achieved a higher class of degree result for that year if they had not been in employment.”

Humphrey (2006)

• “eight out of ten students said working affected the time they spent on academic study”

Universities UK Student Debt Project Report (2002)

Why a new model?

• Why do some students stay when things are stacked against them?

• Reflected my own practice• Tool to explain• Diagnostic• Bespoke to the Individual• Allow people to exit as well as stay

Practical Applications

• Revised versions can be used in one-to-one sessions with students

• Infinitely adaptable to individuals circumstances – students appreciate the relevance to their own situation

• Easy to demonstrate the how additional support for example can affect outcome

Questions?

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