Findings of a Student Retention Study University of Saskatchewan Overview of Findings: June 12, 2007 CACUSS 2007 Conference.

Findings of a Student Retention Study

University of Saskatchewan

Overview of Findings: June 12, 2007

CACUSS 2007 Conference

Process

• 2003: University’s Enrolment Plan called for a study of retention patterns, degree completion, and explanations

• 2004: Planning and consultation • Winter 2005: Established an Advisory Group that

identified questions of interest, seconded a Computer Analyst to project

• Spring 2005: Narrowing of scope of cohort analysis, defining terms, realization of data limitations

• Summer 2005: Based on preliminary results & Identification of student-based studies

• Fall 2005: Hiring Retention Research Coordinator & Presentations of initial findings

• Winter 2006: Conducting student-based studies & Regular consultations/check-ins with Advisory Group

• Spring/Summer 2006: Final cohort based analysis• Fall 2006: Interpretation of findings, development of

presentations• Winter 2007: Presentations, drafting of final report• Spring 2007: Now….

Purpose of the Study

1. To conduct a cohort-based study of retention, attrition, and degree completion rates over the past few years

2. To better understand the reasons why students choose (or are required) to leave the University

Design

• Cohort-based longitudinal analysis:– What are the rates and patterns of student retention,

attrition and degree completion at the U of S?– Method: Longitudinal cohort-based analysis of data

held in the Student Information System

• Student-based studies:– What are the underlying reasons for student attrition

at the U of S and what factors promote student success, persistence and degree completion?

– Method: In-depth interviews, focus groups and surveys

Cohort-based analysisWhat are the rates and patterns of student retention,

attrition and degree completion at the U of S?

Defining our Cohorts

• Cohorts of Data:– From 1993 to 2003

• 5 Direct Entry Colleges:– Agriculture and Bioresources– Arts and Science– Commerce– Engineering– Kinesiology

Defining our Outcomes

• Retention Outcomes:– Degree completion (received degree)– Continued registration (current student)– Internal transfer (transferred to other U of S College)

• Attrition Outcomes:– Discontinued registration (academically eligible to

return)– Withdrawn registration (in midst of term)– Required to discontinue (by the institution)

Overall Retention and Attrition (All 5 Colleges Combined)

68.0 65.8 67.7 67.7 67.6 67.7 66.8 68.165.2

68.6

32.0 34.2 32.3 32.3 32.4 32.3 33.2 31.9 34.8 31.4

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Cohort Year

Pe

rce

nta

ge

of

Stu

de

nts

Retention Attrition

Year to YearRetention Rates for

Each Cohort

70 69 70 72 71 72 7377

75 76 75

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Cohort Year

Pe

rce

nta

ge

of

Stu

de

nts

After 1 Year

Retention Rate for Each Cohort (After 1 Year)

Student OutcomesAfter 1 Year

0.5

62.69.4

11.9

8.8

6.8

Degree Completion

Continued Registration

Internal Transfer

Discontinued Registration

Withdrawn Registration

Required to Discontinue

1st Year Attrition ~27.5%

70 69 70 72 71 72 7377

75 76

6460

63 63 64 66 6770

67 69

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Cohort Year

Pe

rce

nta

ge

of

Stu

de

nts

After 1 Year After 2 Years

Retention Rate for Each Cohort (After 2 Years)

70 69 70 72 71 72 7377

75

6460

63 63 64 66 6770

6764

60 62 63 6467 66

6965

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997 1998 1999 2000 2001

Cohort Year

Per

cen

tag

e o

f S

tud

ents

After 1 Year After 2 Years After 3 Years

Retention Rate for Each Cohort (After 3 Years)

64 62 64 65 656663 65 66 6666 64 66 67 6767 65 67 67 68

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997

Cohort Year

Pe

rce

nta

ge

of

Stu

de

nts

After 4 Years After 5 Years After 6 Years After 7 Years

Retention Rate for Each Cohort (After 4-7 Years)

Retention Rates forEach College

Overall Retention by College

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Cohort Year

Per

cen

tag

e o

f S

tud

ents

Agriculture Arts & Science Commerce Engineering Kinesiology

79

70

8177 7876

60

7875

7277

58

79 7673

0

10

20

30

40

50

60

70

80

90

100

Agriculture &Bioresources

Arts & Science Commerce Engineering Kinesiology

U of S College

Pe

rce

nta

ge

of

Stu

de

nts

After 1 Year After 2 Years After 3 Years

Retention Rate for Each College (After 1-3 Years)

77

59

8177

7379

59

8177

7379

60

8278

7478

60

8278

74

0

10

20

30

40

50

60

70

80

90

100

Agriculture &Bioresources

Arts & Science Commerce Engineering Kinesiology

U of S College

Pe

rce

nta

ge

of

Stu

de

nts

After 4 Years After 5 Years After 6 Years After 7 Years

Retention Rate for Each College (After 4-7 Years)

Degree Completion

26 24 25 26 25

3735 36 36 36

42 40 41 41 4044 42 43 43 42

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997

Cohort Year

Per

cen

tag

e o

f S

tud

ents

After 4 Years After 5 Years After 6 Years After 7 Years

Degree Completion Rate for Each Cohort (After 4-7 Years)

Overall “Degree Completion”by College

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997

Cohort Year

Per

cen

tag

e o

f S

tud

ents

Agriculture Arts & Science Commerce Engineering Kinesiology

44

18

55

18

27

57

27

68

4542

59

31

71

5350

59

33

72

5550

0

10

20

30

40

50

60

70

80

90

100

Agriculture &Bioresources

Arts & Science Commerce Engineering Kinesiology

U of S College

Per

cen

tag

e o

f S

tud

ents

After 4 Years After 5 Years After 6 Years After 7 Years

Degree Completion Rate for Each College (After 4-7 Years)

Adjusted “Degree Completion”by College

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997

Cohort Year

Per

cen

tag

e o

f S

tud

ents

Agriculture Arts & Science Commerce Engineering Kinesiology

Adjusted “Degree Completion” by College (Average: 1993-1997)

59.7

35.2

73.1

56.7 51.6

6.9

16.3

4.3

11.413.3

0

10

20

30

40

50

60

70

80

90

100

Agriculture Arts & Science Commerce Engineering Kinesiology

Cohort Year

Pe

rce

nta

ge

of

Stu

de

nts

Additional Degree Completion After Transferring to Another U of S College

Degree Completion in College of Entry

• Origin of Student (entering point):– High school– Break after high school– Transferred from other post-secondary institution– Transferred from other U of S College

Defining our Students

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Cohort Year

Per

cen

tag

e o

f S

tud

ents

High School Break After High School Other Post-Secondary Institution Other U of S College

Overall Retention byStudent Origin

Overall “Degree Completion”by Student Origin

0

10

20

30

40

50

60

70

80

90

100

1993 1994 1995 1996 1997

Cohort Year

Pe

rce

nta

ge

of

Stu

de

nts

High School Break After High School Other Post-Secondary Institution Other U of S College

Student-based Studies:

What are the underlying reasons for student attrition at the U of S

and what factors promote student success, persistence and degree completion?

Three Student-based Studies

• Phone survey of early leavers

• Focus groups with current students

• Interviews with RTD students who have returned and are succeeding

Phone Surveyof Early Leavers

Definition of Early Leavers

• Discontinued registration– Students who completed a term(s) and were

academically eligible to return but did not register

• Withdrawn registration– Students who withdrew registration in the midst of a term

Characteristics of Voluntary Leavers

• Withdrawn Registration: Female 55%: Male 45%• Discontinued Registration: Female 64%: Male 36%• 23-24 years of age • School of matriculation

– Urban = 53%– Rural = 31%– Out of Province = 12%

• Admission average = 77-78%• GPA is about 61-64%

• Main reason for attending university:1. Prepare for a specific job/career 36.0%2. General education 24.5%3. Get a ‘good job’ 18.9%

• Main reason for choosing the U of S:1. Close to family 76.0%2. Program availability 8.6%3. Reputation 6.2%

Reasons for attending university and choosing

the U of S

Unsure4.7%

Intended to pursue a degree79.7%

Did not intend to pursue a

degree15.6%

Majority of early leavers intended to pursue a degree at the U of S.

Did early leavers intendto pursue a degree?

Not at all sure32%

Very sure30%

Somewhat sure38%

70.4% of early leavers were ‘not at all sure’ or only ‘somewhat sure’ of what area/major they wanted to pursue at the U of S.

How sure were early leaversabout what area/major they

wanted to pursue?

How prepared did earlyleavers feel when they enrolled at

the U of S?

8.8

11.2

14.5

21.5

23.3

27.7

29.8

32.0

0 5 10 15 20 25 30 35 40

Campus/Community Environment

Social Challenges

Skills Required

Academic Standards

Learning Environment

Financial Costs

External Demands

Workload

Percentage of Students

• 71% felt unprepared for at least one of the following:

21.2

24.2

35.1

36.3

37.8

42.2

0 10 20 30 40 50

Financial Difficulties

Academic Difficulties

Personal Circumstances

Change in Career Plans

U of S Not a Good Fit

Transferred to Other Institution

Percentage of Students

What influenced early leavers’ decision to leave?

What services do early leavers access while at the

U of S?

19.5

20.6

26.6

28.0

36.0

63.7

0 10 20 30 40 50 60 70

Employment/Career

Personal Counseling

Financial Services

Health/Medical

Study Skills/LearningSupport

Academic Advising

Percentage of Students

College Outside SK

14.8%

University outside SK

16.7%

Other1.9%

University in SK18.5%

College in SK48.1%

• 48% have attended or are now attending another post-secondary institution

• Majority of early leavers stay in SK (67%) • Majority attend college (63%)

Where do early leavers go?

• SIAST 31.3%• University of Regina 16.6%• A University in Alberta 6.1%

– U of Alberta– U of Calgary– U of Lethbridge

• University of Manitoba 1.8%

What institutions dothey attend?

Very likely16.2%

Unsure3.8%

Somewhat likely10.0%

Not at all likely70.0%

Majority of early leavers are ‘not at all likely’ to return to the U of S in the next year.

Likelihood of Returning tothe U of S in the Next Year

Focus GroupsWith Current U of S Students

What are the key challenges you have faced in your studies

at the U of S?

All Students:1. Challenges involving professors2. Adjustment from high school to university (expectations)3. Academic skill development

Aboriginal Students:1. Feeling marginalized2. Financial issues3. Balancing school with other responsibilities

InterviewsRTD students who have returned

and are succeeding

RTD students reported a common path to attrition

• Began in first year

• Lack of a goal low investment in time/effort poor study habits poor performance academic failure

RTD students reported a common path to a successful return

• Identifying an “academic/career” goal

• Making a conscious commitment to getting a degree

• Benchmark data exists for comparison purposes• ‘Proceduralization’ of the collection of retention

and attrition data within the University• Follow up studies may be pursued • Strategic development of structures, services,

and programs that foster and promote retention

Next Steps

• Understand retention as a vital component of effective enrollment management, setting targets for improved retention as well as for attracting voluntary leavers back

• Take an intentional, comprehensive, and institution-wide approach to enhancing the first year experience

Recommendations

• Create spaces, services and systems that allow students to connect with other students and that allow students to interact with faculty

• Adopt proven models (e.g., Learning Communities) and develop our own models (e.g., University Life 101) to better engage students and assist in transition

Recommendations

• The quality of teaching is of prime importance to students. The recommendations of the forthcoming Teaching and Learning Foundational document should be implemented.

• Increase the availability and quality of integrated academic-career advising services on our campus. Advising for students who are undecided or interested in changing colleges should be made available to a greater degree.

Recommendations

• Change structures and systems to facilitate decision-making and intentionality among students

• Identify students who are at greater risk for attrition early and improve and develop services to meet their needs

• Conduct future research that uses these findings as benchmark data.

Recommendations

Thank you