The First Year Experience in Continuing Education.

Retention and Progression Strategies in HE an Example

Margaret E. ShawRetention Advisor School of Historical and Cultural StudiesBath Spa University

Strategies of intervention influencing retention and progression in HE

Background information on Bath Spa University (BSU) Institutional strategies School of Historical and Cultural Studies and the role of

Retention Advisor Theory/Research into Retention: Factors that influence

retention Outline of Action Plan Action Plan Summary Results 2004-2006 conclusions areas for further research

Bath Spa University – background information

Full time students = 4464 Part time students = 1039 Total students at BSU = 5503

Of these…. School of Historical and

Cultural Studies (FTEs) = 600

Institutional Strategies adopted from 2001-2005

A focus on retention issues at Institutional/Registry level led to:

Changes in the criteria for exclusion at exam board level

Improvements in Induction

Introduction of Personal Academic Records for Students

Improvements in Personal Tutoring System

Improvements in the gathering of statistical data in relation to retention, withdrawal and exclusion

Developments in Strategies of Widening Participation at Bath Spa University – School for Development and Participation

School of Historical and Cultural Studies

History

Study of Religions

Media Communication, Cultural Studies & Film and Screen Studies

Student numbers in School of Historical and Cultural Studies 2005-06 (Single honours, joint honours, combined honours and electives) =

Research

Addressing retention is long-term work and it requires institutions and their staff to make fundamental changes to their thinking and their processes.

(V. Johnston, ‘Developing strategies to improve student retention: selections from the work at Napier University, Student Retention Project,’ Excellence, Enterprise and Equity, SRHE. Cambridge 2001)

…institutions need to examine the extent to which they are attuned to the modern student…the concept of an ideal student in itself is difficult to sustain. Students are highly diverse and rather than examining whether an institution’s culture ‘fits’ the abstract student, it is perhaps more appropriate for institutions to examine how ‘person centred’ and flexible they are able to be…Institutions need to examine all their structures and approaches to students to ensure that they provide a ‘student-friendly’ system to help students succeed in their studies.

(May and Bousted, Kingston Study 2003).

RESEARCH INTO RETENTION:Factors that influence retention

Theory/Research – multiple perspectives– Psychological– Sociological– Economic– Quantitative– Qualitative

Factors that influence retention

Course factors: Study environment factors: Personal blame:

Motivational factors:

 

MAY AND BOUSTED, Kingston Study 2003.

Unmet expectations and connected issues (prominent in first semester)

Academic progress (more significant in semester 2 and ongoing)

Financial problems Personal problems Accommodation & Travel problems Illness Childcare and family demands Offered work

Research/debates/conclusions

There is no one all-purpose grand theory that explains or can be applied to student retention.

“The research question (sociological, psychological, or other) must determine the most appropriate line of inquiry, and the research method then needs to be rigorous with respect to the constratins within which the research has to be conducted”

(Mantz Yorke & Bernard Longden, 2004)

Outline for action plan

Understand the nature of the students we receive.

Have Induction – not just a registration process

Be aware of need of Support from a first year’s perspective

Converting level 3 skills into undergraduate skills Converting school pupils into independent learners

Be prepared to change the Curriculum to mirror changes in student body.

Action plan

First semester resources and strategies should be targeted towards settling students into the School ensuring that they have

adequate advice and support in their choice of course of study

– And that they are receiving appropriate and adequate support at all

levels.

Action plan

From semester two on, the emphasis should move towards providing academic support aimed at smoothing the transition to year two.   

Year two and three support should be maintained through continued tracking and intervention introduced in year one, picking up problems before they become overwhelming.

Action plan

Identifying student groups at risk. Developing intervention processes early in the first

year. The involvement of all staff in student retention

matters and support through curriculum development, teaching and personal tutoring.

The inclusion of students in various roles The setting up of a HCS Retention unit with a member

from each Department. Improvements to Personal Tutor System in relation to

Retention.

Summary of strategies adopted

Follow up on attendance by Retention Advisor School staff to refer students who are considering

withdrawal to Retention Officer. Follow up on Exam Board referral/deferral students. Retention Advisor (with the help of the module/personal

tutor) to draw up ‘retrieval plans’ with students who have failed or performed poorly in assessed work.

Tutorial system with Retention Advisor in addition to module/personal tutor’s office hours

Mature/Non Traditional Student tutor as part of Retention Advisor’s duties

Adoption of a student mentoring system for first year students

School Retention Unit – Retention Conference in September 2006 (flyer in your conference pack)

Retention Advisor

Member of Committee on changes to University Induction

Member of School Board Member of School Induction Committee Mature Student Tutor Chair of School of Historical and Cultural

Studies Retention Unit

BATH SPA UNIVERSITY retention statistics

Chart showing percentage of students who withdrew or were excluded from their course (not including Research, Associate, PCET, PMP or Exchange students)

0

2

4

6

8

10

12

14

16

18

1995/6 1996/7 1997/8 1998/9 1999/0 2000/1 2001/2 2002/3 2003/4 2004/5 2005/6*

Academic Year (* 2005/6 is not a complete year)

Per

cen

tag

e 1st year %

2nd year %

3rd year %

All %

2004-2006 conclusions areas for further research

Student working practices Transition from Foundation Degree to final

year Honours degree Institutional/School commitment to student

support services and retention issues Follow up research