Sue Purnell
Kirsty Hooper
University of Liverpool
So long, Auf Weidershen, Adios: Issues in the retention of commuter Students in
Language and Area Studies
OUTLINE Context Profile Research project Transition Cycle Action Results Discussion Next steps
CONTEXT
University of Liverpool –A Russell Group University School of Languages, Culture and Area Studies (SOCLAS) Relatively high attrition in a University with good retention
stats
WHO ARE THEY, ‘LOS DESAPARECIDOS’?
Almost 30% attrition:
High % of ‘local’ students –Liverpool and the North West
Commuter students are over- represented. They are also often First in family Mature (21+) Coming in through Widening Participation
Many enrolled in Joint Honours
RESEARCH PROJECT
We want to know:
Why is this happening?Who are the most at risk?Where in the transition cycle are the major
problems?
Action research project in the first year Hispanic Studies programme, with guidance /advice from Ed Dev
CONTEXTPreparationPhases 1 & 5
PromisesInformation
Expectations
EncounterPhase 2
Academic Induction Social OrientationClarity of Purpose
AdjustmentPhase 3
Learning CommunitiesTime on TaskAssessment
StabilisationPhase 4
EngagementBelonging
Academic competence
The Student&
The University
(Purnell, 2002)
The Transition Cycle
ACTION RESEARCH: FIRST STEPS
Discussion with staff/students
Issues identified that might be leading to attrition
Changes to 2007-08 induction
On-line Questionnaire (Nov 2007) All first year Hispanic Studies students
Analysis continues
QUESTIONNAIRE RESULTS-48 RESPONDENTS IN TOTAL
General
55% living in Halls of Residence, 37% at home , 8% in a flat 25% did NOT have a clear idea of what they would be studying, even after induction 29.4% did not know who to talk to if things were not clear 14.3% did not feel the assignment expectations were made clear 29.4% had considered giving up their studies
Those who had considered leaving (10/48)
30% live at home 50% came to Liverpool because it was close to home 50/50 split – those who felt they had a clear idea of what to expect, and those who
didn’t
QUESTIONNAIRE RESULTS
Those who had considered leaving (continued) 90% felt their questions had been answered at induction BUT 30% still didn’t have a clear idea of the progress of the degree. 66.7% did not feel they had got to know others during induction How had their studies had gone?
44.4% had done better than expected 22% as expected 33.3% worse than expected
90% felt assignment requirements were clear, 75% now feel they have made friends 40% had not met with their personal tutor
DISCUSSION
Changes in the school curriculum Widening participation –lack of targeted support Expectation mismatch Challenges of being a ‘commuter student’ The role of induction in both social and academic
integration
NEXT STEPS More small group seminars Re-allocation of staff responsibilities: Year tutors, Mature
students’ adviser Improvements to communication and timetabling Increased monitoring of attendance, and follow up of
non-attenders On going improvements to induction Follow-up surveys Drop out rate so far in 2007-08: 15%
