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Bethan Payne: Why Good Students Go Bad
- 1. LGoS Advice Report 2008/09
- 5. Using progress to enhance the student experience Early intervention Focus on solutions not penalties Informal Reaching out to the student Opportunity for an open discussion of the student’s academic situation informally Understanding of the importance of formal progress procedures Share the load – awareness of support networks – DST, IST, FST, myself, counselling, mental health adviser
- 7. Why? Cultural differences Pressure – self inflicted, family, sponsor Language difficulties Short time frame in which to learn new system
- 10. Any Questions?
Editor's Notes
- 112 students seen in total – 75% increase on the no. seen last year.Peak times start of each term – but for different reasonsAppointments available Tues morn, Thurs afternoon
- Although Progress is by far the biggest %, it is down from 32% last year, although in 06/07 but it was 22%, so is clearly variable. The areas to take up the % were withdraw/transfers and complaints – which reflects a national trend.
- Can see that the main issuesfacing UG students is progression, mc’s and transfers. These students are predominantly UKstudents. UG Nationality roughly representative of entire UG popn.29 students seen for progress issues.
- Remember UG had just 9% impropriety and 2% discipline. But combined, these make up 28% of PG issues. Only one PG student seen with regards to 2.2 or 2.8 was not an IS. Every IS I saw about 2.2 or 2.8 was PGT – there were no UG or PGR IS discipline problems.Only 22 graduates seen – so small pool – not definitive.