Sue Purnell Kirsty Hooper University of Liverpool So long, Auf Weidershen, Adios : Issues in the...
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![Page 1: Sue Purnell Kirsty Hooper University of Liverpool So long, Auf Weidershen, Adios : Issues in the retention of commuter Students in Language and Area Studies.](https://reader036.fdocuments.net/reader036/viewer/2022070307/551a83ca550346761a8b51c7/html5/thumbnails/1.jpg)
Sue Purnell
Kirsty Hooper
University of Liverpool
So long, Auf Weidershen, Adios: Issues in the retention of commuter Students in
Language and Area Studies
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OUTLINE Context Profile Research project Transition Cycle Action Results Discussion Next steps
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CONTEXT
University of Liverpool –A Russell Group University School of Languages, Culture and Area Studies (SOCLAS) Relatively high attrition in a University with good retention
stats
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WHO ARE THEY, ‘LOS DESAPARECIDOS’?
Almost 30% attrition:
High % of ‘local’ students –Liverpool and the North West
Commuter students are over- represented. They are also often First in family Mature (21+) Coming in through Widening Participation
Many enrolled in Joint Honours
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RESEARCH PROJECT
We want to know:
Why is this happening?Who are the most at risk?Where in the transition cycle are the major
problems?
Action research project in the first year Hispanic Studies programme, with guidance /advice from Ed Dev
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CONTEXTPreparationPhases 1 & 5
PromisesInformation
Expectations
EncounterPhase 2
Academic Induction Social OrientationClarity of Purpose
AdjustmentPhase 3
Learning CommunitiesTime on TaskAssessment
StabilisationPhase 4
EngagementBelonging
Academic competence
The Student&
The University
(Purnell, 2002)
The Transition Cycle
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ACTION RESEARCH: FIRST STEPS
Discussion with staff/students
Issues identified that might be leading to attrition
Changes to 2007-08 induction
On-line Questionnaire (Nov 2007) All first year Hispanic Studies students
Analysis continues
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QUESTIONNAIRE RESULTS-48 RESPONDENTS IN TOTAL
General
55% living in Halls of Residence, 37% at home , 8% in a flat 25% did NOT have a clear idea of what they would be studying, even after induction 29.4% did not know who to talk to if things were not clear 14.3% did not feel the assignment expectations were made clear 29.4% had considered giving up their studies
Those who had considered leaving (10/48)
30% live at home 50% came to Liverpool because it was close to home 50/50 split – those who felt they had a clear idea of what to expect, and those who
didn’t
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QUESTIONNAIRE RESULTS
Those who had considered leaving (continued) 90% felt their questions had been answered at induction BUT 30% still didn’t have a clear idea of the progress of the degree. 66.7% did not feel they had got to know others during induction How had their studies had gone?
44.4% had done better than expected 22% as expected 33.3% worse than expected
90% felt assignment requirements were clear, 75% now feel they have made friends 40% had not met with their personal tutor
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DISCUSSION
Changes in the school curriculum Widening participation –lack of targeted support Expectation mismatch Challenges of being a ‘commuter student’ The role of induction in both social and academic
integration
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NEXT STEPS More small group seminars Re-allocation of staff responsibilities: Year tutors, Mature
students’ adviser Improvements to communication and timetabling Increased monitoring of attendance, and follow up of
non-attenders On going improvements to induction Follow-up surveys Drop out rate so far in 2007-08: 15%