HELPING THE NATION SPEND WISELY
Jonathan MackayAudit Principal
Staying the course:The retention of students
in higher education
HELPING THE NATION SPEND WISELY
Structure of the presentation
About the NAO and the Public Accounts Committee
About the study: methods, findings, conclusions
How our recommendations and those of the Public Accounts Committee can be used to develop a strategy towards student retention
HELPING THE NATION SPEND WISELY
The NAO
Provides independent information, assurance and advice to Parliament on the use of public resources
Helps promote better financial management and value for money
Headed by Comptroller and Auditor General
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The accountability process
Government requests and Parliament grant funds
PAC session and report
Government Response
C&AG examines spending and
reports to Parliament
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Why a study on retention?
Follow up 2002 NAO and PAC reports PSA target: ‘to bear down upon non-
completion’ Financial/social returns to higher
education Funding from HEFCE and spending
by HEIs
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The study involved
Visits to 12 institutions Analysis of student data Interviews with early leavers Consultations with officials and
other experts Comparisons with overseas higher
education systems
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Our overall conclusion
’Compared internationally, higher education in England achieves high levels of student retention. For the sector to improve even marginally on that level of performance while, at the same time, opening up higher education to both increased numbers and greater diversity is a big challenge. The improvements so far are a good achievement.’
HELPING THE NATION SPEND WISELY
We also noted:
Marginal improvement in overall retention since previous report
Increasing pressure as participation widens
Still a wide range in HEIs’ performance, with retention decreasing in a minority of institutions
Some groups of students more vulnerable to not continuing, e.g. part-time students
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Trends in retention, 1999-2005
90.391.5 91.3 90.9 90.9 91.6
77.3 78.1 78.4 78.1 77.7 78.1
70
75
80
85
90
95
1999/2000 2000/01 2001/02 2002/03 2003/04 2004/05
Stu
den
ts (
per
cen
t)
Continued to a second year of study Projected completion
Note: Full-time, first degree students onlySource: HESA/HEFCE
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Continuation in individual institutions 2004-05
0
2
4
6
8
10
12
14
80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100Continuation (per cent)
Nu
mb
er o
f in
stit
uti
on
s
Note: Full-time, first degree students only, 2004-05 entrySource: NAO analysis of HESA student data
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HEIs’ progress on retention
Note: Full-time, first degree students only Source: NAO analysis of HESA student data
Change in continuation rate of first year students 2001-02 to 2004-05 (percentage points)
-15
-10
-5
0
5
10
15
Institutions with worsened continuation rates
Institutions with improved continuation rates
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Retention in different HEI groups
Note: Full-time, first degree students only, 2004-05 entry Source: NAO analysis of HESA student data
HELPING THE NATION SPEND WISELY
Retention strategy: which students are less likely to continue? Those with lower prior qualifications
Those taking STEM or MFL subjects
Men
20 years old on entry compared with 18 years
Studying full time in a further education college (and registered at an HEI)
Studying part-time in an HEI
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Retention strategy: Outcomes for part-time students
Part time (1st degree, 00-01)
Full time (1st degree, 02-03)
Achieved HE qualification
47% 77%
Still studying 9% 8%
Left without qualifying
44% 15%
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Retention Strategy: Continuations for students with disabilities
50% 55% 60% 65% 70% 75% 80% 85% 90% 95%
Students with a disabilityin receipt of DSA
Students without a knowndisability
Students with a declareddisability but NOT in
receipt of DSA
Continuing to a second year of study
Full time
Part-time studying at 50% or more
Note: All undergraduates, 2004-05 entry Source: NAO analysis of HESA student data
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Rec 1: Review trends in retention and use findings to improve the student experience and develop strategies for learning and teachingRec 2: Underpin by monitoring retention at student faculty and course level
Integrate monitoring of retention into annual review of all faculties and subjects
Monitor cross-institution trends: parts of the institution, faculties, student groups
Include teaching and learning experience and expertise in the assessment of issues and possible actions
Review resources for students and teaching staff, e.g. guides to retention and the curriculum, advice to prospective students, guidance to staff on available resources
PAC Rec: HEIs need to understand the needs of their changing student populations. They should use techniques to identify teaching and support services that appropriately reflect student’s different backgrounds
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Rec 3: Use early leaver surveys where particular retention problems are indicated to improve understanding and identify what might have been done
Follow up on any issues from retention data and NSS, via qualitative research, focus groups and surveys
Analyse student early departures and follow-up action
Review how information collected can be used to develop strategies for the future
PAC Rec: The Funding Council, HESA and HEIs should develop a common standard and principles which define types of retention information that need to be collected and reported
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Rec 4: Ensure that student support (personal tutoring and pastoral care) is based on students’ potential for development rather than their deficits Use personal development plans to focus on student
development and enhancement Seek to pick up areas for improvement early as part of
development planning before they become an issue Review staff development activities to emphasise those
shown to increase students’ potential Review the effectiveness of relevant processes, especially
tutor systems
PAC Rec: HEIs should give personal tutoring a sufficiently high priority, with training and support for tutors and recognition in reward systems for academic staff
HELPING THE NATION SPEND WISELY
Rec 5: Know whether students are eligible for Disabled Students Allowance, whether they are claiming it, and explore ways to support applications
Good monitoring of disability procedures and joint work between retention staff and disability support staff
Build up knowledge of who is likely to be eligible, and encourage greater disclosure by students
Build up knowledge of types of support that work best Co-ordinate assistance to help students apply early and
get support in place Support tutors in understanding how they can help
students identify possible support
PAC Rec: The Department should aim to make access straightforward and fair for all, and the Funding Council should follow up with HEIs if its forthcoming research indicates that eligible students are missing out on their entitlement to DSA
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Rec 6: Learn from other areas of the sector and share good practice
Conferences and less formal events to share knowledge Seminars for staff to exchange ideas internally or with people
from other institutions invited Incorporating key knowledge into staff development and
processes Exchanges and peer review between HEIs, especially where
circumstances are similar
PAC Rec: The Funding Council should systematically evaluation the cost-effectiveness and impact of initiatives that it has directly funded, and should provide advice to HEIs on how best to assess the costs and outcomes of local initiatives. It should encourage HEIs with better retention to share good practice with those that are less successful.