Male Retention & Engagement <br />Ed Foster – NTU & Ruth Lefever Bradford University<br />
Interview with LISA<br />“… I thought it would be one big party, I heard that you didn’t have to do any work until the las...
Unite Student Living Report (2003)<br />Male spending per week<br />Alcohol<br />£29.90<br />Food<br />£29.90<br />Female ...
Workshop Structure<br />Introduce HERE Project<br />Impact of doubting on student retention	<br />Differences in male and ...
The HERE Project<br />
The HERE Project<br />Part of the ‘What Works?’ Student Retention & Success Programme <br />Funded by HEFCE & PHF<br />Sup...
Strand A: What impact does doubting have on retention?<br />Doubting<br />Relatively high number of doubters in studies<br...
HERE Project Research<br />Student Transitions Survey <br />March – May 2009<br />Using NTU data <br />2 stages<br />Initi...
Core Issues<br />Have you considered withdrawing (leaving) at any point during your first year at NTU?<br />Please tell us...
Non-Doubters<br />Non-Doubters – 63% of first years had not considered withdrawing<br />Factors associated with non-doubti...
Doubters (37% of sample)<br />37% of sample expressed doubts<br />
Reasons why Doubters Stay<br />
Are Doubters more likely to become Leavers?<br />Yes<br />Well, certainly in the first year and amongst the respondents to...
Leavers<br />Tested in December 2009<br />373 students gave us permission to follow their progress<br />Of these:<br />
Doubting by Gender<br />
	“I don't like the course, and I don't feel its going to get any better over the next 2 years. This type of learning isn't...
Doubting by gender<br />Male respondents appear less likely to doubt<br />In our larger survey 41% of female students expr...
Retention<br />But appear more likely to actually withdraw<br />
Differences in experience<br />17 factors<br />Each rated on a Likert scale (1-5)<br />Researcher identified three groups ...
294 from 406 female students<br />165 from 250 male students  <br />
Academic Experience<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Ag...
Support & Goals<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Agree ...
Student Lifestyle<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Agre...
Other Factors<br />
Degree Classification Goals<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agre...
Difficulty<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘hard’ & ‘very hard’)<...
Priorities<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Agree very ...
Personal Tutor<br />NB – our research does not suggest that the presence personal tutors make a positive difference on dou...
Reasons male students cited for staying<br />33 responses from the 47 male doubters<br />
Walking off a cliff?<br />Similar outlooks<br />Social life equally enjoyable<br />Academic goals are broadly the same (de...
Discussion activities<br />It appears that male students are having difficulty engaging in learning process<br />What can ...
Male retention & engagement
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Male retention & engagement

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This presentation was delivered as part of a symposium organised by the Higher Education Academy, Summer 2010.

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Male retention & engagement

  1. 1. Male Retention & Engagement <br />Ed Foster – NTU & Ruth Lefever Bradford University<br />
  2. 2. Interview with LISA<br />“… I thought it would be one big party, I heard that you didn’t have to do any work until the last year – it was party time … To begin with it was a party – but when the work started to come I was still partying so I got behind. In the end, I never really managed to catch up.” <br />(Ozga & Sukhnandan, 1998, pg 321)<br />
  3. 3. Unite Student Living Report (2003)<br />Male spending per week<br />Alcohol<br />£29.90<br />Food<br />£29.90<br />Female spending per week<br />Alcohol<br />£20.30<br />Food<br />£26.80<br />
  4. 4. Workshop Structure<br />Introduce HERE Project<br />Impact of doubting on student retention <br />Differences in male and female behaviour and approaches to learning at University<br />
  5. 5. The HERE Project<br />
  6. 6. The HERE Project<br />Part of the ‘What Works?’ Student Retention & Success Programme <br />Funded by HEFCE & PHF<br />Supported by HEA & AonA<br />Joint Project <br />NTU<br />Bournemouth<br />Bradford<br />Goals<br />Strand A: Doubters <br />Why don’t all doubters leave?<br />What can we learn from doubters who stay at University?<br />Strand B: Programmes<br />Despite entry qualifications being a very strong predictor of retention, ostensibly similar programmes often have very different rates of retention<br />Why?<br />What can we learn from successful programmes?<br />
  7. 7. Strand A: What impact does doubting have on retention?<br />Doubting<br />Relatively high number of doubters in studies<br />21% (Rickinson & Rutherford, 1995)<br />42% (Ozga & Sukhnandan, 1998)<br />Yorke & Longden (2008) <br />40% of first year students with little or no prior knowledge of their programme<br />25% of those who were better informed<br />Sodexo 2010 – 39% of students considered withdrawing <br />(Interesting to note that grows as students progress)<br />Higher proportion of female doubters than males<br />32% compared to 27% (no it doesn’t make sense to me either)<br />UK Retention Rates<br />10% progression to year 2<br />
  8. 8. HERE Project Research<br />Student Transitions Survey <br />March – May 2009<br />Using NTU data <br />2 stages<br />Initial responses – 656 respondents (9% of first year)<br />Students granted permission to track progress – 373 respondents <br />
  9. 9. Core Issues<br />Have you considered withdrawing (leaving) at any point during your first year at NTU?<br />Please tell us what made you consider leaving NTU?<br />If yes - What has helped you decide to stay at NTU?<br />Asked students to measure their experience against 17 factors<br />(for example – “I have enthusiastic lecturers”)<br />How important? (1-5)<br />How positive has the experience been (1-5) <br />
  10. 10. Non-Doubters<br />Non-Doubters – 63% of first years had not considered withdrawing<br />Factors associated with non-doubting<br />Positive academic experience <br />Interesting link between confidence about coping with academic pressures and feedback<br />Positive experience of social support & future goals<br />Positive experience of student life<br />Gender<br />
  11. 11. Doubters (37% of sample)<br />37% of sample expressed doubts<br />
  12. 12. Reasons why Doubters Stay<br />
  13. 13. Are Doubters more likely to become Leavers?<br />Yes<br />Well, certainly in the first year and amongst the respondents to the survey at our institution<br />
  14. 14. Leavers<br />Tested in December 2009<br />373 students gave us permission to follow their progress<br />Of these:<br />
  15. 15. Doubting by Gender<br />
  16. 16. “I don't like the course, and I don't feel its going to get any better over the next 2 years. This type of learning isn't for me, I need hands on learning so I feel like I am actually learning something and doing something useful. I don’t feel that I have learnt a single thing this year.”<br /> Female student doubter<br />
  17. 17. Doubting by gender<br />Male respondents appear less likely to doubt<br />In our larger survey 41% of female students expressed doubts, against 31% of male students<br />I’m going to use the statistics gathered from those (373) students who gave us permission to track their progress<br />234 female students: 91 doubters – 39%<br />139 male students: 47 doubters – 34%<br />Therefore appears to contain more worried male students<br />
  18. 18. Retention<br />But appear more likely to actually withdraw<br />
  19. 19. Differences in experience<br />17 factors<br />Each rated on a Likert scale (1-5)<br />Researcher identified three groups closely linked<br />Academic experience<br />Support & goals<br />Student Lifestyle<br />
  20. 20. 294 from 406 female students<br />165 from 250 male students <br />
  21. 21. Academic Experience<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Agree very much’)<br />
  22. 22. Support & Goals<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Agree very much’)<br />
  23. 23. Student Lifestyle<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Agree very much’)<br />
  24. 24. Other Factors<br />
  25. 25. Degree Classification Goals<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Agree very much’)<br />
  26. 26. Difficulty<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘hard’ & ‘very hard’)<br />
  27. 27. Priorities<br />Scale indicates percentage of students rating their response 4 or 5 out of 5 <br />(‘Agree’ & ‘Agree very much’)<br />
  28. 28. Personal Tutor<br />NB – our research does not suggest that the presence personal tutors make a positive difference on doubting<br />
  29. 29. Reasons male students cited for staying<br />33 responses from the 47 male doubters<br />
  30. 30. Walking off a cliff?<br />Similar outlooks<br />Social life equally enjoyable<br />Academic goals are broadly the same (degree classification)<br />But engagement is different in key areas<br />Males appear to have less valuable feedback<br />Also marginally less confident<br />Claim to be finding studies less difficult<br />Apparently working significantly less hard<br />Apparently less likely to have a personal tutor<br />In life factors males appear more disengaged from everything<br />Self awareness<br />
  31. 31. Discussion activities<br />It appears that male students are having difficulty engaging in learning process<br />What can be done to help male students engage with feedback?<br />What tactics might work to help male students work ‘harder’?<br />If male students apparently find their studies easier, why are they apparently less confident that they are going to cope? And how do we help them engage better?<br />

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