I’ll be there for yoouuuu<br />The role of friendships supporting student transition<br />
Structure<br />Friendship & Social integration<br />An ice breaker<br />HERE Project findings into the impact of friendshi...
Friendships & social integration<br />Why important<br />“Students tend to change their values , behavior and academic pla...
Friendships in retention<br />Tinto (1993)<br />Students are more likely to remain if they are integrated into the institu...
Where are friends made?<br />Halls <br />Braxton & Hirschy (2004) Halls most important environment for making friends<br /...
Perceptions of being a student<br />Kuh – no single student identity<br />Kember, Li & Lee – associations very local level...
What is a student?	<br />Welcome Week Survey (October 2009)<br />What words or phrases come to mind when we use the word ‘...
Icebreaker<br />M&M Game<br />Free sweeties<br />Toilet roll version<br />
The HERE Project<br />One of seven projects funded by HEFCE/ Paul Hamlyn Foundation<br />What Works? Student Success & Ret...
Ice breakers<br />
Workshop Outcomes<br />Explore some of the friendship-making processes for new students<br />Harpoon course cheese and win...
Friendship making<br />Why is friendship making important?<br />Tinto’s model of transition<br />Destination retention<br ...
The Rules<br />For every sweet chosen<br />one idea/ thing that will help engender friendships<br />Red/ Brown: During ind...
The HERE Project<br />One of 7 projects funded by HEFCE/ PHF<br />What Works? Student Retention & Success<br />NTU, Bourne...
Transitions Survey (March – May 2009)<br />NTU 656 respondents<br />37% doubters <br />16 eventual withdrawals<br />More f...
Why did doubters stay?<br />198 responses from 171 doubters<br />55 cite Friends & family<br />Friends at university most ...
Focus groups<br />21 participants in small groups<br />1 control group of non-doubters<br />Non-doubters<br />Felt they be...
Welcome Week	<br />Change of culture away from Freshers<br />Programme of social activity<br />Change induction programmes...
Friendship strategies<br />Pre-arrival message boards<br />Fresher reps in halls<br />Meeting places for Mature, Internati...
Second Activity<br />Post it notes<br />Take a look<br />Have a think about 1 activity that you can/ could embed<br />We’l...
Conclusion (FWIW)<br />Friendships can act as a insulator against the knocks<br />Opportunities can be manufactured<br />A...
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Uk transitions conference 2010

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This was a workshop delivered at the UK student transitions conference in Summer 2010. I shared our research into the impact of friendship helping students to stay at Uni

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Uk transitions conference 2010

  1. 1. I’ll be there for yoouuuu<br />The role of friendships supporting student transition<br />
  2. 2. Structure<br />Friendship & Social integration<br />An ice breaker<br />HERE Project findings into the impact of friendship on student doubters<br />Discussion<br />
  3. 3. Friendships & social integration<br />Why important<br />“Students tend to change their values , behavior and academic plans in the direction of the dominant orientation of their peer group.”<br />Astin (1993)<br />Institutional habitus presented through behaviours of students <br />Do we collude with low expectations?<br />
  4. 4. Friendships in retention<br />Tinto (1993)<br />Students are more likely to remain if they are integrated into the institution<br />Academic sphere<br />Social sphere<br />Combination of prior factors<br />Education, background, goals etc<br />Transition obviously more than retention<br />Retention evidence is potentially stronger for social integration<br />Christie, Munro & Fisher (2004) leavers – more problems making friends<br />Castles (2004) – support (from anyone) most important predictor of persistence<br />
  5. 5. Where are friends made?<br />Halls <br />Braxton & Hirschy (2004) Halls most important environment for making friends<br />Wilcox, Winn & Fyvie-Gauld (2005) – not being in halls creates barrier to making friendships<br />Can’t break into cliques<br />Impact on retention<br />
  6. 6. Perceptions of being a student<br />Kuh – no single student identity<br />Kember, Li & Lee – associations very local level (groups, programme & outwards)<br />But <br />Holdsworth (2006)<br />Strong stereotypes of what a student is<br />When don’t fit image, can lead to othering<br />
  7. 7. What is a student? <br />Welcome Week Survey (October 2009)<br />What words or phrases come to mind when we use the word ‘student’?<br />1059 students  <br />398 mention intellect/ education<br />321 mention social life<br />278 mention money<br />154 mention alcohol<br />Two student anecdotes<br />
  8. 8. Icebreaker<br />M&M Game<br />Free sweeties<br />Toilet roll version<br />
  9. 9. The HERE Project<br />One of seven projects funded by HEFCE/ Paul Hamlyn Foundation<br />What Works? Student Success & Retention<br />Two threads<br />Student doubters<br />Programme level actions<br />
  10. 10. Ice breakers<br />
  11. 11. Workshop Outcomes<br />Explore some of the friendship-making processes for new students<br />Harpoon course cheese and wine events <br />Explore strategies for developing friendships within the course<br />Discuss ways of improving friendships for new students<br />We may even have a go at some favourite icebreakers<br />
  12. 12. Friendship making<br />Why is friendship making important?<br />Tinto’s model of transition<br />Destination retention<br />Journey across two domains<br />Academic<br />Social<br />Thomas (2002) increases robustness – friends can insulate students against ‘knocks’<br />Percy – space to feel comfortable<br />Role in retention<br />
  13. 13. The Rules<br />For every sweet chosen<br />one idea/ thing that will help engender friendships<br />Red/ Brown: During induction<br />Yellow: After Christmas<br />Blue: in a lecture<br />Orange: for students not in halls<br />Green: in the Course<br />Write it down on post-its and discuss <br />10 minutes<br />
  14. 14. The HERE Project<br />One of 7 projects funded by HEFCE/ PHF<br />What Works? Student Retention & Success<br />NTU, Bournemouth & Bradford<br />Two areas <br />Why do more students have doubts than leave? What can we learn from the doubters?<br />Why is there variation between rates of retention amongst ostensibly similar programmes?<br />
  15. 15. Transitions Survey (March – May 2009)<br />NTU 656 respondents<br />37% doubters <br />16 eventual withdrawals<br />More female doubters, more male withdrawers<br />Doubters tended to score the experience more lowly<br />Why doubt?<br />263 responses from 219 students<br />112 told us it was course related<br />38 student lifestyle<br />
  16. 16. Why did doubters stay?<br />198 responses from 171 doubters<br />55 cite Friends & family<br />Friends at university most important subgroup<br />Wilcox, Winn & Fyvie-Gauld<br />University friends become increasingly important over time<br />Then future goals and ambitions<br />Determination/ other personal factors<br />
  17. 17. Focus groups<br />21 participants in small groups<br />1 control group of non-doubters<br />Non-doubters<br />Felt they belonged<br />“I think it starts when you walk down the street and you see someone and you go ‘hey … I know them from university’ and it made me feel like I belonged’<br />Non doubters less satisfied with friendships<br />“Our course is mainly group work, a lot of friendship groups had already been formed and trying to fit in afterwards” was hard<br />(similar to Wilcox, Winn & Fyvie-Gauld)<br />Frustration with peers drinking & partying<br />
  18. 18. Welcome Week <br />Change of culture away from Freshers<br />Programme of social activity<br />Change induction programmes<br />Opportunities to make friends<br />Good pre-arrival communication<br />To be reminded about future goals and benefits of the course<br />To gain some understanding about what learning and teaching would be like<br />To have a reasonable timetable<br />
  19. 19. Friendship strategies<br />Pre-arrival message boards<br />Fresher reps in halls<br />Meeting places for Mature, International & Local students<br />Wider range of activities (ghost walk, go ape etc)<br />Ice breakers<br />Small group work<br />Independent learning<br />Battering down % of lectures<br />No cheese & wine <br />Increase seminars and small group activity<br />
  20. 20. Second Activity<br />Post it notes<br />Take a look<br />Have a think about 1 activity that you can/ could embed<br />We’ll share some ideas at the end<br />
  21. 21. Conclusion (FWIW)<br />Friendships can act as a insulator against the knocks<br />Opportunities can be manufactured<br />And for non-traditional students, should be <br />May also be important as a route to changing expectations and habitus<br />

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