What works? Student Retention and Success

Team Summit meeting 20 January 2010

Objectives of the session To meet with other participating institutions to share

emergent findings and research tools. To situate your project in the broader context of the

research literature and initial programme findings. To further promote peer support and the

development of relationships between projects. To identify mechanisms to engage others within the

institution to widen impact. To discuss and shape the outcomes of the

programme to maximise impact.

Robert Dufton, PHF Jean Arnold, HEFCE

Session 1: Programme Reflections

Feedback Groups

•

Table Project lead institution Other representatives

1 AstonNorthumbriaAnglia Ruskin

Jean Arnold

2 ReadingNottingham Trent

Andrew Rawson

3 Leicester Sunderland

Robert Dufton

Meta-analysis Update

Session 2:

Key issues addressed Two key approaches discernable:

1.Evaluation of the impact and/or effectiveness of particular interventions (peer mentoring, personal tutoring, ELLI, study advisers, integrating interventions into the curriculum).► Focus on evidencing their impact and identifying

particular characteristics that make them effective. ► Compares differences in implementation & context

2.Evaluation of the relative importance of a students’ sense of integration (Sunderland/Leicester). ► Focus on evidencing impact of integration.► Investigating factors that contribute to integration.

Target groupsN A AR NT S L R

Total

Ethnicity X X X X 4Disability X X 2Mature (age) X X X X X 5Gender X 1Non-traditional X X 2Social class X 1Those ‘at risk’ X X X X 4Those who stay X X 2Those who leave X 1First year X X X X X 4Second year X X 2Part time X X X 3Local X 1International X 1Subject area X X 2

Subject N A AR NT S L R

Total

Business studies X X 2Computing X 1Psychology X 1Journalism X 1Education X 1Information science

X 1

Life science X 1Bioscience X X 2Science X X 2Technology X 1Engineering X X X 3Mathematics X 1Nursing X 1Social science X 1

Student engagement Who do students engage with? (Peers, mentors, teaching

staff, personal tutors, student services, others) When do they engage? (Pre or post entry, in the classroom, in

own time, one-off/ongoing opportunities) Where do they engage? (Locally or centrally, in the classroom

or in additional offerings, university or students’ union) What do they engage with and why? How do they engage and what facilitates or hampers this? Why do they engage / what do they gain from it / impacts?

Preparation and transitionIAG, realistic expectations and academic skills and capacity.

• Pre-entry decision making (IAG?): HERE

• Student expectations: Anglia

• Preparation for study: Anglia, Aston, Sunderland

• Staff knowledge about students: Northumbria

• Student capacity/skills: Aston, Northumbria

• Induction processes: Leicester, Reading

• Pre- and post-entry peer mentoring: Aston

• Impact of student background: Leicester

Capacity Building Common to 6 of 7 projects Includes development of skill, knowledge or resilience. Evaluating impact across different stages of lifecycle:

Pre-entry – perceptions of preparedness (AR, S, A) Post-entry – Induction (L, R); Diagnosis (N); interventions (AR,

R, A) Contribution of evidence around promoting early/ongoing

engagement; building effective relationships; effect of enhancing knowledge of students; effect of capacity building on sense of belonging.

Overlaps with pre-entry preparation/transition, academic and social experience.

Academic Experience Central aspect in all 7 projects Includes L & T practices; assessment/feedback; curriculum

content, development and organisation. Projects focus on 3 aspects of academic experience:

Integration of particular student groups (N, S, L). Contribution of specific interventions (A, AR, R, N). Effective academic practices (NT).

Contributing of evidence around effective L&T practices; building relationships as part of the learning process; impact of personalised learning approaches.

Overlaps with capacity building and social experience.

Social Experience Common to 5 of 7 projects (A, S, AR, L, NT). Includes provision of formal and informal activities, outside of the

curriculum. Projects focus on 3 aspects of social experience:

Role of social integration in retention (S, AR, L) Role of institution in promoting social integration (NT) Impact of intervention on social integration (A)

Contribution of evidence around importance of the provision of social activity; effective practice; impact of building peer relationships and of specific interventions.

Overlaps with academic experience & capacity building

Professional service provision

Student services, library and learning services, WP, disability, careers, admissions etc.

• Local or central provision: Reading

• Integrated, targeted or open access: Reading

• Student use of academic and non-academic services: Anglia

Organisation and management

National system and institutional management, systems and cultures.

• Comparing notions of student retention and student success: Northumbria

• Understanding where and from whom students want to access support from: Anglia and Reading

• Staff knowledge, development and engagement: Leicester and Northumbria

• Use of institutional data: Leicester and Reading

In summary Projects are looking across lifecycle Addressing different perspectives Addressing multiple aspects of student

experience Centrality of student engagement

CRITICAL FRIENDSHIP GROUPS

Feedback Groups

•

Table Project lead institution Other representatives

1 AstonNorthumbriaAnglia Ruskin

Jean Arnold

2 ReadingNottingham Trent

Andrew Rawson

3 Leicester Sunderland

Robert Dufton

Cross team group discussionReflection questions What particularly engaged you about this

project? What further information or clarification would

you like? What similarities are there with your project and

are there any opportunities for collaboration? 

 

 

LUNCHTIME Swap Shop Select one person to stand by your project poster to answer questions/network.Rest of the team: Identify any links with others or any research tools, expertise, project outputs, venues etc. that may be useful for your own project.

Key Evaluation OutcomesSession 3:

Key Evaluation Outcomes Read the outcomes provided. Select all of those relevant to your project. Use 2 to indicate those which are central and 1 to

indicate marginal or peripheral outcomes. Use the other box to add additional outcomes if

necessary. Use the comment box to provide an explanation as to

its relevance and any evidence available to date.

Outputs and ImplicationsSession 4:

Outputs and implications

Table 1: Yellow

Table 2: Green

Table 3: Blue

Table 4: Red

Table 5: Orange

Table 6: Purple

Outputs and implications of the programme Drawing on your preparation, consider how

can we ensure that institutions across the sector engage with the practical learning that emerges from our projects and the programme as whole?• What types of ‘information’ do we want to

share?• What formats will be most effective for

engaging policy makers, different institutions and staff groups?

Any other business….

Retention convention Named project representatives Booking filling up fast Posters

Support needs? Presentations? Briefing

Events

Questions and issues?