Ldhen 2010

HERE to stay? Why do students persist and how can we support them to do so?

 Nottingham Trent University

University of Bradford

Bournemouth University

Introduction to session

• Activity: – What is learning development? – How do learning developers support retention?

• About our research – Why did students have doubts?– Why did students stay?

• Activity– How can learning development address the problems identified in our research?

Activity

• What is learning development?

• Can you come up with a slogan or catchphrase for learning development?

Vorsprung durch technik

Where do you want to go today?

Plop, plop, fizz, fizz, oh what a

relief it is…

I’m a secret lemonade drinker…

'Learning Development' is an emergent, but increasingly recognised field of practice in higher education in the UK. Those who identify with the term are principally involved in areas of work focussing on student learning, working directly with students and in a consultative capacity with other HE staff. This work has also been termed 'learning support' or 'study skills'. The main aim of LD work is the empowerment of students typically through the enhancement of students' academic practices, such as skills for research; communication; self-awareness; and critical thinking; in order that they may benefit as fully as possible from their experiences of, and life beyond, higher education.

(Hilsdon, Ridley, Sinfield, 2008)

Learnhigher (2010)

Activity

• As learning developers what do you think you do to support retention?

12th October 2009 5

Background & Strand 1 Research

Background

• HERE Project set up as part of the ‘What Works? Student Retention & Success Programme’

• HEFCE/ Paul Hamlyn Foundation

• Collaborative project– NTU– Bournemouth – Bradford

HERE Project

•Two strands– Student doubters (first years)

– Higher number of students have doubts than leave– Some research into difference between doubters and leavers (Mackie,

2001 & Roberts 2003)– Survey conducted at each partner NTU, Bournemouth & Bradford – (873 respondents)– Actual withdrawals analysed in December 2009

– What can programmes do to support retention? Looking in particular at practice and examples.

Strand One: Student DoubtersStudent Transition Survey

Have you considered withdrawing at any point during your first year?

Please tell us what made you consider leaving.

What has helped you decide to stay on your course?

Student Transition Survey (March – May 2009)

NTU BU

Sample Size 656 89

% doubters 37% 45%

% male doubters 31% 36%

% female doubters

41% 50%

Age Slight rise as students age

More doubts among younger students

Disability 50% 60%

Part time 43% 0%

Progression

NTU BU

Sample size 370 52

% withdrawal from this sample

4.3% 3.8%

% withdrawal among doubters

8.8% 4.3%

% withdrawal among non-doubters

1.7% 3.4%

Why did students consider leaving?

Reasons Why Students Considered Leaving (NTU) HERE Project (March - May 2009)

(263 responses from 219 individual respondents)

112

38

28 2622

137 7 7

3

0

20

40

60

80

100

120

Course-related issues

Student lifestyle (accommodation & students)

Finance

Personal incidents/ problems

Personal /Emotional

Homesick/ Missing family

Other

Doubts about future goals

Lack of support

location

NTU course related issues (draft)

Course factors (NTU)

05

10152025303540

Reasons Why Students Considered Leaving (BU)HERE! Project March - May 2009

BU data: 51 responses from 39 first year respondents

22

7 6 5 42 3 2

0

5

10

15

20

25

Yorke and Longden (2008) – seven factors that contribute to withdrawal

National Audit Office (2007) – five main reasons why students withdrew

Harvey and Drew (2006) - social integration important to retention

Thomas et al (2002) – importance of student services to retention

Prior information (NTU)

Before you started your course at NTU, did you read any materials to help prepare you for your course (e.g. prospectus, course induction materials)?– 88% Yes– 12% No

Was the information from NTU before starting your course:

% of students in each group who had considered leaving

Very accurate 27%

Reasonably accurate 37%

Not very accurate 73%

Very inaccurate 67%

Understanding Differences (NTU)

Since coming to university has anyone at NTU explained to you the difference between learning at university and your prior learning, particularly learning since age 16 (e.g. A’ Levels, BTEC)?– 52% Yes– 48% No

Do you feel that you understand the differences between learning at university and earlier learning?

% of students in each group who had considered leaving

Yes, in some detail 30%

Yes, a little 38%

No 62%

Current Course Experiences: Doubters vs. non-doubters (NTU)

% is the number of students who agreed or strongly agreed with each statement

33%

34%

40%

44%

43%

49%

48%

46%

39%

54%

53%

58%

61%

78%

76%

73%

77%

55%

58%

55%

64%

68%

65%

66%

67%

78%

74%

75%

77%

81%

84%

88%

92%

91%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I'll have enough money to finish my course

I feel valued by teaching staff

I know where to go if I have a problem

Feedback on my work is useful

My taught sessions are interesting

I like where I am living

My course is well organised

Assessment on my course is what I expected

I'm confident that I can cope with my studies

Lecturers are accessible

I have enthusiastic lecturers

My fellow students are supportive

I have an enjoyable social life

I have easy acess to University resources

My family is supportive

My subject is interesting

Completing my degree will help me achieve future goals

Non-doubters

Doubters

Base = 656 (doubters = 243, non-doubters = 413)

Current Course Experiences: Doubters vs. non-doubters (Bournemouth)

% is the number of students who agreed or strongly agreed with each statement

Base = 87 (doubters = 40, non-doubters = 47)

33%

35%

48%

43%

48%

53%

63%

45%

45%

75%

45%

75%

65%

88%

68%

70%

85%

45%

49%

55%

64%

64%

66%

68%

70%

72%

72%

74%

74%

74%

85%

91%

96%

96%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I feel valued by teaching staff

My course is w ell organised

The feedback I receive about my w ork is useful

The assessment on my course is w hat I expected it to be

I am confident that I w ill have enough money to complete my course

My taught sessions(such as lectures, seminars) are interesting

Lecturers are accessible

I w ould know w here to go w ithin the university if I had a problem

I feel confident that I can cope w ith my coursew ork

I have an enjoyable social life

I have enthusiastic lecturers teaching on my course

My fellow students are supportive

I like the house/f lat/halls that I am living in

My family is supportive

I have easy access to university resources e.g. computers, library booksthat I need)

My subject is interesting

Completing my degree w ill help me achieve future goals (e.g. career)

Non-doubters

Doubters

Why did students decide to stay?

Reasons why Student Doubters stay at University

HERE Project March - May 2009 NTU data 198 responses from 171 first year respondents

55

3428 27

24

14

7 63

0

10

20

30

40

50

60

Reasons Why Student Doubters Stay at University (BU)HERE! project March-May 2009

BU data: 62 responses from 36 first year respondents who had doubts

22

13

75 5 4 4

2

0

5

10

15

20

25

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Focus groups• Focus groups May 2009 (NTU)

4 focus groups (1 hour workshops, 13 students in total)

– Control group of non-doubters– Selection of doubters– STEM subject doubters– Mature student doubters

• Limitations– All students that we spoke to were female.– Of the doubters we spoke to, four students were mature students, one

student was a mature international student, one student was an international student and one student was a home student with English as a second language.

– This is not representational of the profile of the total respondents.

Focus group findings

Spectrum of reasons to stay

• From positive decision to ‘no choice’

Key differences between non doubters and doubters

• Relationship with staff

• Belonging

Belonging: non doubters

All of the students who had never had doubts could all

describe the time when they felt that they belonged to the university

“I think it starts when you walk down the street and you see someone and you go hey … I know them from University and that’s what made me feel like it [like I belonged]”.

“The more people you know through other clubs and stuff the more you feel part of the University”.

“The second term is when I started to feel more at home because in the first term you are always referred to as a fresher and 2nd term you are a first year student…I’ve got more friends, more like friendships, rather than just knowing lots of people”

Belonging: doubters

Theresa, had had doubts and still describes herself as having difficulty ‘fitting in’. She has stayed because she doesn’t feel she has much choice.

“I don’t seem very involved with the University to be honest”. A theme that emerged here was one of recognition, that “probably if I see my tutor on the road, he wouldn’t recognise me”.

Charlie, on the other hand, who had had doubts but made a positive decision to stay, described that now she could recognise places and people,

“I feel better now because now I feel like I know where everything is and I always see someone walking around that I know if I want to stop and talk to them”.

Understanding our findings so far…

Why did students give different reasons for staying than leaving?

• Easier to say stayed because of friends rather than left because of no friends? Easier to blame course?

• Asking about student persistence is “rather a different order of question” (Barnett, 2007, p2)

• Students need to engage emotionally with the institution to allow learning to take place (Percy, 2002)

Activity

• How would you address the problems identified in our research?

– Either through your work with students or with staff?

• In particular course factors identified such as…

– Problems with workload– Not enjoying course – Doubts about choice of course/uni – Lack of confidence – Academic transition

Further research…

Consider factors that reduce leaving and increase staying

• Strand Two: what programmes do to support retention, in particular, looking at practice and examples

• Use findings to develop a review tool that looks at things we can do that can reduce leaving and increase staying

Thanks very much for your time

Any Questions?

References

• BARNETT, R., 2007. A will to learn: being a student in an age of uncertainty. Maidenhead: Open University Press.

• HARVEY, L., DREW, S. with SMITH, M., 2006. The first year experience: a literature review for the Higher Education Academy. York: HE Academy.

• LEARNHIGHER, 2010. Funding for Learning Resource Development April 2009 Grant Scheme Publicity [online]. Liverpool Hope University: LearnHigher. Available at: http://www.learnhigher.ac.uk/funding.htm [Accessed 24 March 2010].

• NAO (National Audit Office), 2007. Staying the course: the retention of students in higher education. London: The Stationary Office.

• PERCY, A., 2001. Student Induction: The Psychology of Transition. In P. FRAME, ed. Student Induction in Practice Birmingham: Staff and Educational Development Association, Vol. 113 pp. 95–104.

• THOMAS, L., 2002. Student retention in Higher Education: the role of institutional habitus, Journal of Educational Policy, Vol. 17, No. 4, pp. 423–32.

• YORKE, M. and LONGDEN, B., 2008. The First Year Experience of Higher Education in the UK. York: Higher Education Academy.