Retention Convention 2010

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Retention Convention 2010

  1. 1. HERE Project Nottingham Trent University University of Bradford Bournemouth University
  2. 2. Session outcomes <ul><li>Introduce 2 research strands </li></ul><ul><li>Share findings from first year of study </li></ul><ul><li>Play Family Fortunes (badly) </li></ul><ul><li>Provide opportunity to spend some time looking at review/ audit tool </li></ul>
  3. 3. Background & Strand 1 Research
  4. 4. Background <ul><li>HERE Project set up as part of What Works? Programme </li></ul><ul><li>Collaborative project </li></ul><ul><ul><li>NTU </li></ul></ul><ul><ul><li>Bournemouth </li></ul></ul><ul><ul><li>Bradford </li></ul></ul><ul><li>Based on first principles </li></ul><ul><ul><li>What do we know makes a difference? </li></ul></ul><ul><ul><li>Didn’t start by seeking to prove a particular piece of work? </li></ul></ul><ul><ul><li>Although strong interests in </li></ul></ul><ul><ul><ul><li>Transition </li></ul></ul></ul><ul><ul><ul><li>Induction </li></ul></ul></ul>
  5. 5. HERE Project <ul><li>Two strands </li></ul><ul><ul><li>Student doubters (first years) </li></ul></ul><ul><ul><ul><ul><li>Higher number of students have doubts than leave </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Some research into difference between doubters and leavers (Mackie, 2001 & Roberts 2003) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Survey conducted at each partner NTU, Bournemouth & Bradford </li></ul></ul></ul></ul><ul><ul><ul><ul><li>(873 respondents) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Actual withdrawals analysed in December 2009 </li></ul></ul></ul></ul><ul><ul><li>Programmes with better than peer rates of retention </li></ul></ul><ul><ul><ul><ul><li>Based on the observations of significant differences in rates of retention between ostensibly similar programmes </li></ul></ul></ul></ul>
  6. 6. Student Transition Survey (March – May 2009) NTU UoB Sample Size 656 128 % doubters 37% 27% % male doubters 31% 27.5% % female doubters 41% 28.2% Age Slight rise as students age Slight rise as students age Disability 50% 46.7% Part time 43% 50%
  7. 7. Differences between Doubters & Non-Doubters <ul><li>Tested against 17 statements </li></ul><ul><li>For example </li></ul><ul><ul><li>“ I’m confident that I can cope with my studies’ </li></ul></ul><ul><li>Asked students to report on importance and experience </li></ul><ul><li>In most areas there was a gap between importance & experience </li></ul><ul><ul><li>Importance being higher </li></ul></ul><ul><li>Largest gaps (all students) </li></ul><ul><ul><li>Finance, quality of feedback and course organisation </li></ul></ul><ul><li>But in some, the experience was actually better </li></ul><ul><ul><li>Social life, supportive students & family </li></ul></ul><ul><li>Universally doubters rated the experience more lowly </li></ul>
  8. 8. Who are the students who withdrew? <ul><li>NTU </li></ul><ul><li>16 students from 370 withdrew (4% of respondents) </li></ul><ul><li>Gender </li></ul><ul><ul><li>8 female (3% of respondents) </li></ul></ul><ul><ul><li>8 male (6% of respondents) </li></ul></ul><ul><li>Age </li></ul><ul><ul><li>11 were aged 18 – 21 </li></ul></ul><ul><li>Disability </li></ul><ul><ul><li>1 student withdrew from 24 (4% of respondents) </li></ul></ul><ul><li>Mode of Study </li></ul><ul><ul><li>5 part time students withdrew (50% of respondents) </li></ul></ul>
  9. 9. Impact of Doubting <ul><li>16 withdrawals from 370 students </li></ul><ul><ul><li>12 were doubters (8.8% withdrawal rate) </li></ul></ul><ul><ul><li>4 were non-doubters (1.7% withdrawal rate) </li></ul></ul><ul><ul><li>Non-doubters 5 times more likely to persist </li></ul></ul>
  10. 10. Family Fortunes
  11. 11. Family Fortunes <ul><li>Really Simple </li></ul><ul><li>Two teams </li></ul><ul><li>With bells </li></ul><ul><li>Start with head-to-head </li></ul><ul><li>Then get the chance to collect all the points and stuff </li></ul>
  12. 12. A THING THAT FLIES…
  13. 13. MAIN REASONS WHY STUDENTS DOUBT
  14. 14. MAIN REASONS CITED BY DOUBTERS FOR STAYING
  15. 15. What made students doubt?
  16. 17. The Review/ Audit T o ol
  17. 18. Producing the Review Tool Findings Strand One Research Method Strand Two Review Tool <ul><li>Quantitative analysis </li></ul><ul><li>Survey </li></ul><ul><li>Qualitative analysis </li></ul><ul><li>Survey </li></ul><ul><li>Focus group </li></ul>Devise interview questions based upon findings of Strand One to explore retention in programmes Use findings from programme research to develop the audit tool
  18. 19. <ul><li>First data set: different reasons given for leaving than staying </li></ul><ul><li>Second data set: doubters more likely to leave than non-doubters </li></ul><ul><li>Review tool structured around </li></ul><ul><li>reducing leaving </li></ul><ul><li>increasing staying </li></ul><ul><li>Using data from larger data set (doubting/non-doubting) </li></ul>Findings Strand One
  19. 20. Focus groups <ul><li>Focus groups May 2009 (NTU) </li></ul><ul><li>4 focus groups (1 hour workshops, 13 students in total) </li></ul><ul><ul><li>Control group of non-doubters </li></ul></ul><ul><ul><li>Selection of doubters </li></ul></ul><ul><ul><li>STEM subject doubters </li></ul></ul><ul><ul><li>Mature student doubters </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>All students that we spoke to were female. </li></ul></ul><ul><ul><li>Of the doubters we spoke to, four students were mature students, one student was a mature international student, one student was an international student and one student was a home student with English as a second language. </li></ul></ul><ul><ul><li>This is not representational of the profile of the total respondents. </li></ul></ul>
  20. 21. Focus group findings <ul><li>Spectrum of reasons to stay </li></ul><ul><li>From positive decision to ‘ no choice ’ </li></ul><ul><li>Key differences between non doubters and doubters </li></ul><ul><li>Relationship with staff </li></ul><ul><li>Belonging </li></ul><ul><ul><li>“ I don’t seem very involved with the University to be honest… probably if I see my tutor on the road, he wouldn’t recognise me” . </li></ul></ul>
  21. 22. Quantitative analysis of survey data <ul><li>Pargetter et al (1998) </li></ul><ul><li>Used analysis of quantitative survey and focus groups to develop four scales that influence transition </li></ul><ul><li>Limitations of our method </li></ul><ul><li>Not a representative sample </li></ul><ul><li>Fairly small sample </li></ul>
  22. 23. Current Course Experiences: Doubters vs. non-doubters <ul><li>% is the number of students who agreed or strongly agreed with each statement </li></ul>12 th October 2009 Base = 656 (doubters = 243, non-doubters = 413)
  23. 24. Cramers V <ul><li>Tests the association between doubting and variables </li></ul><ul><ul><li>I feel confident that I can cope with my coursework </li></ul></ul><ul><ul><li>My subject is interesting </li></ul></ul><ul><ul><li>I feel valued by teaching staff </li></ul></ul>
  24. 25. <ul><li>Factor analysis: 3 main underlying factors </li></ul><ul><ul><li>Aspects of the course </li></ul></ul><ul><ul><li>Support networks in place (eg friends and families) </li></ul></ul><ul><ul><li>Aspect of life outside of study (accommodation, finances, social life) </li></ul></ul><ul><li>Logistic regression – indication of a doubter or non doubter? </li></ul><ul><ul><li>Aspects of the course </li></ul></ul><ul><ul><li>Aspect of life outside of study </li></ul></ul><ul><ul><li>Support networks in place </li></ul></ul><ul><ul><li>Small indication </li></ul></ul>
  25. 26. Understanding Differences <ul><li>Since coming to university has anyone at NTU explained to you the difference between learning at university and your prior learning, particularly learning since age 16 (e.g. A’ Levels, BTEC)? </li></ul><ul><ul><li>52% Yes </li></ul></ul><ul><ul><li>48% No </li></ul></ul>Do you feel that you understand the differences between learning at university and earlier learning? % of students in each group who had considered leaving Yes, in some detail 30% Yes, a little 38% No 62%
  26. 27. Research Method Strand Two Reducing leaving Increasing staying COURSE RELATED SUPPORT FROM FRIENDS & PEERS RELATIONSHIP/COMMUNICATION WITH STAFF ADAPTING TO UNIVERSITY ADAPTING TO THE COURSE LIFE OUTSIDE OF STUDY DETERMINATION AND INTERNAL FACTORS STUDENTS MORE LIKELY TO DOUBT FUTURE GOALS
  27. 28. <ul><li>Research interview format will form the basis of review tool </li></ul><ul><li>Programme research will explore these areas in programmes </li></ul><ul><ul><li>What can we learn from programmes? </li></ul></ul><ul><ul><li>Is what has been identified by students as helping them to stay actually what helps them to stay? (can we find this out?) </li></ul></ul><ul><ul><li>Gather activities, examples and practices to share </li></ul></ul><ul><li>Results from programme research will be used to further develop the review tool </li></ul>Review Tool
  28. 29. Activity <ul><li>Please work in small groups/ pairs and take a look at the review tool </li></ul><ul><li>We’d be grateful on any thoughts about the design/ structure of the tool </li></ul><ul><li>What examples do you have of good practice in the areas identified in the audit tool? </li></ul><ul><ul><li>Where does this chime with your experiences? </li></ul></ul>
  29. 30. Thanks very much for your time Any Questions?
  30. 31. References <ul><li>PARGETTER, R., McINNIS, C., JAMES, R., EVANS, M., PEEL, M., DOBSON, I., 1998. Transition from Secondary to Tertiary: A Performance Study [online]. Available at: http://www.dest.gov.au/archive/highered/eippubs/eip98-20/contents.htm [Accessed 1 March 2010]. </li></ul>

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