The HERE Project study found that first-year students who expressed doubts about their program or university experience were less likely to continue into their second year compared to non-doubting students. Of the first-year students surveyed, 98.2% of non-doubters continued their studies, while only 91.17% of doubting students did so. Doubting students generally rated all aspects of their university experience more negatively and cited feeling less supported by teaching staff as a main reason for their doubts. The report recommends universities implement a two-part strategy to help prevent doubters from withdrawing, including reducing instances of doubting through early feedback and a supportive environment, and creating initiatives to support students experiencing doubts.

1. The HERE Project Key Findings: September 2010 Doubting students are more likely to withdraw than non-doubters -656 1 st years responded to a survey in March 2008, 370 granted us permission to track their progress (NTU) -In this sample: -Continuation rates amongst non-doubting 1 st yr students = 98.2% (n=234) Continuation rates amongst doubting 1 st yr students = 91.17% (n=136) Main reasons for Doubting -Programme Related: particularly ‘anxiety about coping’ and ‘course not as expected’. Doubters rate all aspects of University experience more negatively, leavers even more so Doubters appeared to be less aware of the differences between FE & HE, in some cases did less preparation before starting They were less likely to feel valued by teaching staff Main reasons Doubters cited for Staying Friends & Family (particularly friends formed at University), future goals and determination For one group of doubters contact with NTU staff was particularly important Satisfaction More likely to continue Leavers Doubters Non-Doubters 2-part strategy to help prevent doubters becoming leavers Contact: Ed Foster Reduce incidences of doubting Create a supportive environment for doubters Early & useful feedback Contact with staff/ reducing feelings of anonymity Help understanding transition to HE Help learning in appropriate manner Creating communities within curriculum Opportunities to build a support network Demonstrating long term benefits of programme