Staying the Course: student retention in five universities

1
Staying the Course student retention in five
universities

• Claire Pooley and Tony Hudson
• Continuum
• University of East London

2
A Diversity of Students

• I was assisting in a school, and I was watching
  the teachers and they were doing a really good
  job but then some of the children started to ask
  me questions instead and I though I can do this
  and get paid more for it like a real teacher
• First Year Mature Student

3
A Diversity of Students

• When I was 15 my mum died and I left school with
  no qualifications and spent a long time looking
  after family, but I decided I was not spending
  all my life skint and a housewife looking after
  babies there is more to life than families I
  had no time for myself
• Final Year Female Student

4
A Diversity of Students

• I had to come here because it was the nearest
  university to my parents (for childcare) and also
  I want to work at Airedale where Ive got a job
  as an auxiliary nurse
• Final Year Female Student

5
A Diversity of Students

• If I didnt have the support of my
  mother-in-law, mum and husband arranging
  childcare I couldnt do this course. I have to
  study when my kid is in bed. It is very hard
  because I am tired and Ive had a day at
  university
• Final Year Female Student

6
A Diversity of Students

• At Bradford the main thing is there is a lot of
  Asians Its important here because there is
  plenty of things like Halal food
• Final Year Student

7
A Diversity of Students

• Students come to HE with an increasingly wide
  range of backgrounds and experiences
• Many will be unfamiliar with the ways in which HE
  institutions work
• Feeling that they are not typical students
  often prevents them from seeking support

8
Induction to University

• There is evidence that if you manage to keep
  students throughout the first year, they will
  stay for their whole degree
• Non-academic Staff Member

9
Induction to University

• I didnt know my capabilities and didnt want to
  be with 18 year old academics. That was a big
  concern. The reality was that there was a mixed
  intake and a lot of people older than me
• Final Year Mature Student

10
Induction to University

• Good induction can increase the sense of
  belonging for non-typical students
• It is essential to ensure ALL students have good
  induction, not just those who start in the 1st
  Year in September or October
• Induction needs to include both academic and
  pastoral support facilities and the institutional
  culture

11
Individualised Reflexive Support

• My values and attitude to life are different
  quite often I just sit in the corner doing my own
  thing whilst the others are doing lots of things
  together
• First Year Mature Student

12
Individualised Reflexive Support

• Last year they were good to me. I was pregnant
  and they supported me. My personal tutor was
  there to solve issues
• Final Year Student
• You get a personal tutor and they say it is up
  to you to make the first contact. You have to
  find out where they are, where their office is,
  their phone number. In my first year, I emailed
  and phoned but didnt see her
• Final Year Student

13
Individualised Reflexive Support

• We need more information on study skills and
  the expected level of work
• Final Year Student
• I found it difficult at first. There is a big
  gap between study before and at university. I
  expected it to be well I didnt think Id have
  to take so much responsibility
• Final Year Student

14
Individualised Reflexive Support

• There wasnt enough information about the
  modules and units. I think they could put
  more information about the course itself it
  wasnt what I expected
• Second Year Student

15
Individualised Reflexive Support

• Many students entering HEIs through
  non-traditional routes need some extra support in
  developing academic study skills
• Mature students often need support to feel
  welcome to the university where young students
  are in the majority
• Support services need to be visible and
  approachable to allow all students to access
  their services

16
Flexible Curriculum Timetabling

• I know they cant do timetables around
  individuals, but at first the timetable was
  hectic and didnt take account of people with
  children
• Final Year Student
• It was a problem for me because all my
  lectures are at 10am, now I drop my son off at
  school at 8.50am and I could not actually get to
  campus for 10am by public transport so I had
  to ensure I had a lift off somebody
• Final Year Student

17
Flexible Curriculum Timetabling

• Timetables that take account of the multiple
  roles of students would improve retention
• Reading weeks and school half-terms should
  coincide for easier childcare arrangements
• Staff were concerned about how to create a
  multicultural and genuinely inclusive curriculum

18
Employability Skills

• I was actually surprised to know that its not
  your degree thats going to get you into work
  they are actually looking for certain skills that
  I didnt know that I will need to have in order
  to get into work
• Second Year Student

19
Employability Skills

• I personally took advantage of all the
  opportunities which were on offer at Brunel,
  however, I think it is essential everyone is
  encouraged to do a work placement, join social
  clubs and do some form of voluntary work during
  their time at Brunel. Brunel should also ensure
  the modules studied reflect the wants and needs
  of the relevant businesses and industries which
  people are preparing to enter
• Graduate, Female

20
Employability Skills

• Enhancing employment opportunities is a key
  motivating factor in the decision to come to HE
• Providing a clear and focused employability
  curriculum will help to motivate and retain
  students

21
Conclusions

• Staff and students emphasised the need to adapt
  both academic and pastoral support services to
  improve the service to non-traditional students
• There is a need to ensure that support services
  are integrated between academic schools and
  central student services to ensure no student
  falls through the gap

22
For more information
www.uel.ac.uk/continuum continuum_at_uel.ac.uk Tel
020 8223 2162 Fax [phone]

• Claire Pooley
• Continuum
• University of East London
• Docklands Campus
• 4-6 University Way
• London
• E16 2RD