Post on 20-May-2015
FEELING LFET OUT
“I felt that being a middle-class mature
student did not help my integration into
student life – I felt that my experience and
knowledge put me on a different footing from
other students”1
CHANGE OF MIND
“I simply realised that I had chosen the wrong field to study.” 1
STRUGGLING TO MAKE FRIENDS
“I find it hard to find a group of friends and I
can’t just presume people want to be friends
with me…” 6
STAFF – STUDENT
INTERACTION
“A lot is to do with getting on with tutors and
knowing what makes them tick….”7
SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Fresher’s Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
SOURCE:
8. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
9. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
10. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
11. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Fresher’s Fairs and New Arrivals surveys.
12. Influences on student early departure as described by University of Greenwich Student Centre staff.
13. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
14. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
1
1
MONEY PROBLEMS
“I spent all my money too quickly and on the
wrong things… This contributed to my work
slipping…..”2
NOT CONFIDENT IN GROUPS
“Tutorials had 25+ students only enabling the very self-confident to dominate the proceedings.” 2
UNMET EXPECTATIONS
“The course was totally different to the explanation in the prospectus.”2
STUDENT MINDSET “There is a big jump from spoon-fed secondary
school to university. A lot of students are in the
wrong mind-set when they arrive and never seem to
escape it.”4
STAFF ATTITUDES / WORKLOADS
“...tutors were never around to help, and
when they were, they were very unhelpful....”1
QUALITY OF TEACHING
“It was very difficult and the course content
was not explained before I embarked on it.”2
COURSES NOT RELEVANT
“There were too many subjects within the
course that had no relevance to (industry)”2
LACKING STUDY SKILLS
“….When you take notes you forget when they
are saying. When you go back to your notes
you wonder what you have written down….”3
SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
LACK OF MOTIVATION
“I felt I had arrived at university because it was
the easiest option and ….. expected of me. I
wasn’t passionate about it.” 2
PROBLEMS WITH ACADEMIC WRITING
“I know what I want to say but I don’t have the
right language to say it”.4
CHALLENGED BY CRITICAL THINKING
“I don’t know what tutors mean when they
say.... ‘write a critique – be more analytical –
use your judgement’”4
UNEXPECTED WORKLOAD
“I knew there’d be a lot of work involved, but I
didn’t expect that much work. It was also of a
much higher standard than I expected.”1
GRADES NOT IMPROVING
I don’t understand how to get better grades or
what my feedback really means”.4
ISOLATION
“I felt overwhelmed by the size of the
university – like a small fish in a big pond. I felt
isolated and scared.....”2
DIFFICULTY FINDING HELP
“No matter who you turned to, or where you
seeked (sic) someone’s aid, they seemed to be
busy.”1
ADAPTING TO INDEPENDENT STUDY
“I had completed an access course where the
staff knew me….. At university this wasn’t the case
and...I couldn’t cope with the workload without
tutorial support”.1
QUALITY OF FEEDBACK ON WORK
“There was some work that I felt I was doing enough in but I wasn’t really get the marks for it. Most of the class agreed they weren’t getting a clear indication as to what was required….”3
PERSONAL DIFFICULTIES
“….when it came to it, I had to put my family first which meant leaving the course.”1
UNFAMILIAR CULTURE
“I don’t know the culture here....I need some help.” 4
TRAVEL DIFFICULTIES
“It took me over 2 hours to get to university that along with a part time job…made it impossible to do both. I had to keep my job due to financial reasons…which affected my grades.1
HOMESICK
“I miss my friends and their ability to know
what I’m thinking without me saying
anything.” 6
HOMELESS “I have nowhere to live at the moment. I am
sleeping at a friend’s but I don’t think I can
stay very long. What can I do?” 5
UNDIAGNOSED DISABILITY
“I think I might be dyslexic” 5
LATE ARRIVAL
“I arrived late and everyone seems to have
made friends already.” 5
STAFF – STUDENT INTERACTION
“A lot is to do with getting on with the tutors and knowing what makes them tick….”7
Activity developed by Educational Development Unit & the UG-FLEX project at
the University of Greenwich.
http://www2.gre.ac.uk/about/schools/eddev
www.gre.ac.uk/ils/ugflex