HERE project sept 2011
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HERE project sept 2011

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  • 1. Photo used under creative commons licence taken by Cabbit http://www.flickr.com/photos/cabbit/4684598628/sizes/l/in/photostream/ The HERE Project: Key Findings Findings continuedThe HERE Project (Higher Education: Retention &Engagement) was funded as part of the What Works? Student • Doubters usually have more than one reasonRetention & Success programme funded by HEFCE & the Paul for doubting. In 2011, an average of 2.1Hamlyn Foundation. The research was conducted jointly by reasons per doubting studentNottingham Trent University, Bournemouth University and theUniversity of Bradford. The primary focus was not on whystudents departed, but what could help students to be • The primary reasons for doubting areretained and thrive in higher education. associated with students’ experience of the programme. This was also their main priority.The research team investigated two key areas: • The main reasons for staying were support from friends and family, adapting to the• What impact does doubting have on course/ university, student’s personal retention? commitment and drive and how the programme will help students achieve future goals, particularly employment• What impact can programme teams have on retention? • The primary times for doubting are immediately before and after Christmas. Also the first major period of assignment deadlines and feedback. Very few respondents in our surveyThere were 9 key findings: (March – May 2011) had expressed doubts prior to starting university.• Approximately one third of first year students have experienced doubts • Students reported differing degrees of sufficiently strong to make them consider doubt. Even amongst the strongest doubters, not withdrawing at some point during the first all departed. year • Demographic factors and mode of study had• Student doubters are more likely to leave some impact on doubting, although not than non-doubters: 92.2% of doubters were always on leaving. still at university in the December after their first year, as were 98.3% of non-doubters.• Student doubters report having a poorer The HERE Project research team were: quality university experience than non- NTU doubters. Across a range of measures, Ed Foster, Sarah Lawther doubters appeared less engaged and more Bournemouth University distant from their peers, their course and their Chris Keenan, Natalie Bates university University of Bradford Becka Colley, Ruth Lefever For further information, contact ed.foster@ntu.ac.uk or look at www.HEREProject.org.uk The HERE Project was supported by the following bodies:
  • 2. Photo used under creative commons licence taken by Cabbit http://www.flickr.com/photos/cabbit/4684598628/sizes/l/in/photostream/The HERE Project: RecommendationsThe HERE Project (Higher Education: Retention & Manage those factors that lead toEngagement) was funded as part of the What Works? Student doubting and subsequently leavingRetention & Success programme funded by HEFCE & the PaulHamlyn Foundation. The research was conducted jointly by 1. Help students to make the transition toNottingham Trent University, Bournemouth University and theUniversity of Bradford. The primary focus was not on why being effective learners at universitystudents departed, but what could help students to beretained and thrive in higher education. 2. Improve the relationship andThe research team investigated two key areas: communication with staff• What impact does doubting have on 3. Identify and respond to students at risk retention? 5. Help students make more informed• What impact can programme teams decisions about choosing the right course in have on retention? the first place Improve those factors that help students to stay 5. Improve social integration on the programme 6. Improve a sense of belonging to the programme 7. Foster motivation and help students understand how the programme can help achieve their future goals 8. Encourage students’ active engagement with the curriculumThe HERE Project research team were:NTUEd Foster, Sarah Lawther 9. Ensure that there is good communicationBournemouth University and access to additional student supportChris Keenan, Natalie BatesUniversity of BradfordBecka Colley, Ruth LefeverFor further information, contact ed.foster@ntu.ac.uk or look atwww.HEREProject.org.uk The HERE Project was supported by the following bodies:
  • 3. Course induction at NTU Using the ‘Starting at NTU’ web pages to help students prepare for their inductions Starting at NTU As part of the review following Welcome Week 2010, much of the pre-arrival information for students was consolidated into dedicated set of web pages www.ntu.ac.uk/starting_at_ntu Resources included: • Essential information • Accommodation • Welcome Week • Sources of support, & • Course inductions Course Inductions The goal was to improve the consistency, timeliness and usefulness of the course induction information for new students. A team led by the School of Art & Design’s Learning & Teaching Co-ordinator developed a pro-forma for programme teams to use. It drew upon lessons learnt from Welcome Week feedback, Bournemouth University’s Stepping Stones 2HE and research conducted within NTU. Six components were agreed: • Course content • Pre-induction material • Timetable • My Learning • Assessments • Academic support It was an enormous effort, but by September 2011, 301 undergraduate and postgraduate courses had detailed information online to help students prepare for their new lives at university. www.ntu.ac.uk/courseinductionsPhoto used under creative commons licence taken by iwouldstayhttp://www.flickr.com/photos/iwouldstay/85799041/sizes/l/in/photostream/
  • 4. he NTU TutorialInitiative2011-12