There were 9 key findings: • Approximately one third of first year students have experienced doubts sufficiently strong to make them consider withdrawing at some point during the first year • Student doubters are more likely to leave than non-doubters: 92.2% of doubters were still at university in the December after their first year, as were 98.3% of non-doubters. • Student doubters report having a poorer quality university experience than non- doubters. Across a range of measures, doubters appeared less engaged and more distant from their peers, their course and their university Findings continued • Doubters usually have more than one reason for doubting. In 2011, an average of 2.1 reasons per doubting student • The primary reasons for doubting are associated with students’ experience of the programme. This was also their main priority. • The main reasons for staying were support from friends and family, adapting to the course/ university, student’s personal commitment and drive and how the programme will help students achieve future goals, particularly employment • The primary times for doubting are immediately before and after Christmas. Also the first major period of assignment deadlines and feedback. Very few respondents in our survey (March – May 2011) had expressed doubts prior to starting university. • Students reported differing degrees of doubt. Even amongst the strongest doubters, not all departed. • Demographic factors and mode of study had some impact on doubting, although not always on leaving. The HERE Project: Key Findings The HERE Project (Higher Education: Retention & Engagement) was funded as part of the What Works? Student Retention & Success programme funded by HEFCE & the Paul Hamlyn Foundation. The research was conducted jointly by Nottingham Trent University, Bournemouth University and the University of Bradford. The primary focus was not on why students departed, but what could help students to be retained and thrive in higher education. The research team investigated two key areas: • What impact does doubting have on retention? • What impact can programme teams have on retention? The HERE Project research team were: NTU Ed Foster, Sarah Lawther Bournemouth University Chris Keenan, Natalie Bates University of Bradford Becka Colley, Ruth Lefever For further information, contact [email protected]or look at www.HEREProject.org.uk The HERE Project was supported by the following bodies: Photo used under creative commons licence taken by Cabbit http://www.flickr.com/photos/cabbit/4684598628/sizes/l/in/photostream/
Transcript
There were 9 key findings:
• Approximately one third of first year students have experienced doubts sufficiently strong to make them consider withdrawing at some point during the first year
• Student doubters are more likely to leave than non-doubters: 92.2% of doubters were still at university in the December after their first year, as were 98.3% of non-doubters.
• Student doubters report having a poorer quality university experience than non-doubters. Across a range of measures, doubters appeared less engaged and more distant from their peers, their course and their university
Findings continued
• Doubters usually have more than one reason for doubting. In 2011, an average of 2.1 reasons per doubting student
• The primary reasons for doubting are associated with students’ experience of the programme. This was also their main priority.
• The main reasons for staying were support from friends and family, adapting to the course/ university, student’s personal commitment and drive and how the programme will help students achieve future goals, particularly employment
• The primary times for doubting are immediately before and after Christmas. Also the first major period of assignment deadlines and feedback. Very few respondents in our survey (March – May 2011) had expressed doubts prior to starting university.
• Students reported differing degrees of doubt. Even amongst the strongest doubters, not all departed.
• Demographic factors and mode of study had some impact on doubting, although not always on leaving.
The HERE Project: Key Findings
The HERE Project (Higher Education: Retention & Engagement) was funded as part of the What Works? Student Retention & Success programme funded by HEFCE & the Paul Hamlyn Foundation. The research was conducted jointly by Nottingham Trent University, Bournemouth University and the University of Bradford. The primary focus was not on why students departed, but what could help students to be retained and thrive in higher education.
The research team investigated two key areas:
• What impact does doubting have on retention?
• What impact can programme teams have on retention?
The HERE Project research team were: NTU Ed Foster, Sarah LawtherBournemouth University Chris Keenan, Natalie Bates University of Bradford Becka Colley, Ruth Lefever For further information, contact [email protected] or look at www.HEREProject.org.uk
The HERE Project was supported by the following bodies:
Photo used under creative commons licence taken by Cabbit http://www.flickr.com/photos/cabbit/4684598628/sizes/l/in/photostream/
Manage those factors that lead to doubting and subsequently leaving
1. Help students to make the transition to being effective learners at university
2. Improve the relationship and communication with staff
3. Identify and respond to students at risk
5. Help students make more informed decisions about choosing the right course in the first place
Improve those factors that help students to stay
5. Improve social integration on the programme
6. Improve a sense of belonging to the programme
7. Foster motivation and help students understand how the programme can help achieve their future goals
8. Encourage students’ active engagement with the curriculum
9. Ensure that there is good communication and access to additional student support
The HERE Project: Recommendations
The HERE Project (Higher Education: Retention & Engagement) was funded as part of the What Works? Student Retention & Success programme funded by HEFCE & the Paul Hamlyn Foundation. The research was conducted jointly by Nottingham Trent University, Bournemouth University and the University of Bradford. The primary focus was not on why students departed, but what could help students to be retained and thrive in higher education.
The research team investigated two key areas:
• What impact does doubting have on retention?
• What impact can programme teams have on retention?
The HERE Project research team were: NTU Ed Foster, Sarah LawtherBournemouth University Chris Keenan, Natalie Bates University of Bradford Becka Colley, Ruth Lefever For further information, contact [email protected] or look at www.HEREProject.org.uk
The HERE Project was supported by the following bodies:
Photo used under creative commons licence taken by Cabbit http://www.flickr.com/photos/cabbit/4684598628/sizes/l/in/photostream/
Using the ‘Starting at NTU’ web pages to help students prepare for their inductions
Starting at NTU
As part of the review following Welcome Week 2010, much of the pre-arrival information for students was consolidated into dedicated set of web pages www.ntu.ac.uk/starting_at_ntu
The goal was to improve the consistency, timeliness and usefulness of the course induction information for new students. A team led by the School of Art & Design’s Learning & Teaching Co-ordinator developed a pro-forma for programme teams to use. It drew upon lessons learnt from Welcome Week feedback, Bournemouth University’s Stepping Stones 2HE and research conducted within NTU.
Six components were agreed:• Course content• Pre-induction material• Timetable• My Learning• Assessments• Academic support
It was an enormous effort, but by September 2011, 301 undergraduate and postgraduate courses had detailed information online to help students prepare for their new lives at university. www.ntu.ac.uk/courseinductions
Course induction
at NTU
Photo used under creative commons licence taken by iwouldstay http://www.flickr.com/photos/iwouldstay/85799041/sizes/l/in/photostream/
