HERE! Project Case Study 9
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What works Dispositions to Stay
This document discusses research on dispositions that lead students to stay in and succeed in higher education. It focuses on the seven dimensions of learning power, particularly critical curiosity and meaning making. While some dimensions showed small relationships with first year marks, results on retention were ambiguous. The document emphasizes that learning relationships between students and between students and staff are important for academic success and satisfaction. It calls for higher education to better support and deliver strong learning relationships.
What Works HERE Project
The document provides an overview of the HERE Project Toolkit, which is based on recommendations from the HERE Project to improve student retention and engagement. The toolkit focuses on 9 themes addressed by different university programs. This summary focuses on Theme 3 of relationship and communication with staff, and Theme 5 of social integration. Theme 3 discusses the importance of staff-student relationships and communication about the program. Theme 5 discusses the impact of social integration and friendship on student retention, and ways programs can enhance social networking, induction, and peer support. The document provides discussion points and examples for universities to consider in addressing these themes through their programs.
What Works Academic Themes
The document summarizes findings from two projects on supporting student retention in higher education. It discusses how integrating social and academic experiences can help students feel more engaged. Early team-building activities are highlighted as promoting continuity and social bonds. Doubting one's choice in major or university is common for about a third of first-year students and is linked to poorer experiences and lower retention rates. Recommendations focus on easing student transition, fostering motivation through future goals, and developing a sense of belonging through relationships and community.
What Works Personal Tutoring
This document outlines a Personal and Academic Support System (PASS) for supporting students through integrated personal tutoring. The PASS program pairs students with a personal tutor who leads weekly tutorials that deliver academic skills training while building relationships between students and staff. Through these tutorials, personal tutors monitor student progress, provide guidance, and act as a referral point for students needing additional support. An evaluation found that students most valued developing relationships with tutors where they felt known and comfortable seeking help. The PASS program helps engage both students and staff to better support students' academic and personal development.
What works session introduction
The document summarizes the key findings from 7 UK university projects on improving student retention and success. It finds that developing a strong sense of student belonging, particularly in the academic sphere through supportive peer and staff relations, is central to effective interventions. Practical implications include pre-entry integration activities, extended induction, group learning, personal tutoring, peer support, accessible professional services, engagement monitoring, and staff development. Strategic priorities are institutional commitment, making retention a staff responsibility, developing student and staff capacity, and using data to monitor performance and take action.
EFYE Belonging
The document summarizes research into what helps students develop a sense of belonging at university. It finds that belonging is important for retention, engagement and success. The research involved surveys of first-year students about their experiences of belonging. It found that students who felt they did not fit in on their course were more likely to have doubts about staying at university. Developing belonging involved supportive relationships with peers and staff, feeling confident in their academic abilities, and seeing how their course related to their interests and goals. The recommendations focus on improving social and academic integration, motivation, and engagement to enhance students' sense of belonging.
What supports students to stay at university?
This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
Recommended
What works Dispositions to Stay
This document discusses research on dispositions that lead students to stay in and succeed in higher education. It focuses on the seven dimensions of learning power, particularly critical curiosity and meaning making. While some dimensions showed small relationships with first year marks, results on retention were ambiguous. The document emphasizes that learning relationships between students and between students and staff are important for academic success and satisfaction. It calls for higher education to better support and deliver strong learning relationships.
What Works HERE Project
The document provides an overview of the HERE Project Toolkit, which is based on recommendations from the HERE Project to improve student retention and engagement. The toolkit focuses on 9 themes addressed by different university programs. This summary focuses on Theme 3 of relationship and communication with staff, and Theme 5 of social integration. Theme 3 discusses the importance of staff-student relationships and communication about the program. Theme 5 discusses the impact of social integration and friendship on student retention, and ways programs can enhance social networking, induction, and peer support. The document provides discussion points and examples for universities to consider in addressing these themes through their programs.
What Works Academic Themes
The document summarizes findings from two projects on supporting student retention in higher education. It discusses how integrating social and academic experiences can help students feel more engaged. Early team-building activities are highlighted as promoting continuity and social bonds. Doubting one's choice in major or university is common for about a third of first-year students and is linked to poorer experiences and lower retention rates. Recommendations focus on easing student transition, fostering motivation through future goals, and developing a sense of belonging through relationships and community.
What Works Personal Tutoring
This document outlines a Personal and Academic Support System (PASS) for supporting students through integrated personal tutoring. The PASS program pairs students with a personal tutor who leads weekly tutorials that deliver academic skills training while building relationships between students and staff. Through these tutorials, personal tutors monitor student progress, provide guidance, and act as a referral point for students needing additional support. An evaluation found that students most valued developing relationships with tutors where they felt known and comfortable seeking help. The PASS program helps engage both students and staff to better support students' academic and personal development.
What works session introduction
The document summarizes the key findings from 7 UK university projects on improving student retention and success. It finds that developing a strong sense of student belonging, particularly in the academic sphere through supportive peer and staff relations, is central to effective interventions. Practical implications include pre-entry integration activities, extended induction, group learning, personal tutoring, peer support, accessible professional services, engagement monitoring, and staff development. Strategic priorities are institutional commitment, making retention a staff responsibility, developing student and staff capacity, and using data to monitor performance and take action.
EFYE Belonging
The document summarizes research into what helps students develop a sense of belonging at university. It finds that belonging is important for retention, engagement and success. The research involved surveys of first-year students about their experiences of belonging. It found that students who felt they did not fit in on their course were more likely to have doubts about staying at university. Developing belonging involved supportive relationships with peers and staff, feeling confident in their academic abilities, and seeing how their course related to their interests and goals. The recommendations focus on improving social and academic integration, motivation, and engagement to enhance students' sense of belonging.
What supports students to stay at university?
This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
Here project ntu staff 2012
The document summarizes key findings from the HERE Project conducted from 2008-2011 on student retention and engagement at universities. The project examined factors influencing student doubting and likelihood of withdrawing, as well as the impact of university programs on retention. It found that approximately one-third of first year students experience doubts about continuing their course, and doubters are more likely to withdraw. Doubters generally report a poorer quality experience than non-doubters. The primary reasons for doubting relate to students' perceptions of their course, and doubting peaks before and after Christmas. The toolkit developed from the findings provides universities with recommendations to improve retention and student experience.
Here Project Toolkit Cards
The HERE Project from 2008-2011 researched the impact of student doubting on retention and strategies for helping students remain in their courses. This action card from the HERE Project toolkit can be used by course teams to reflect on their practices and consider ways to improve retention. More information about the HERE Project and its findings can be found at www.HEREproject.org.uk. The HERE Project was delivered by teams at various universities.
Here Project Toolkit
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
HERE! Project Case Study 3
The document provides a case study on the BA (Hons) Social Work program at Bournemouth University, which has high retention rates. Staff were interviewed to understand contributing factors. Key factors included: a rigorous selection process, high availability and commitment of approachable staff, a personal tutor system, and various academic and peer supports. The program emphasizes relationship building during induction week through group activities. A new "Learning to Learn" week will help students adjust to university expectations and their professional identity as social workers. Staff collaborate well and model professional values through emotionally intelligent relationships with each other and external partners.
HERE Project Interim Findings Brochure 2009
This document summarizes interim findings from a research project on student retention and engagement in higher education. Key findings include:
1) Friendships, long term goals, personal motivation, and adapting to the course/university help students who initially consider withdrawing to ultimately stay.
2) Early information about courses and support available is important for retaining first year students. Opportunities for early social engagement also help during the transition.
3) The role of personal tutors is important in providing both academic and pastoral support for students, particularly helping them understand independent study expectations.
Here Project Poster September 2010
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.
Here Project Poster January 2010
The HERE Project studied student retention in higher education. It found that non-doubters about continuing their studies were more likely to persist than doubters. For doubters who did remain, reasons included support from friends made at university and future goals, rather than just the absence of doubts. The project also found programs with better retention rates than peers and that leavers generally reported poorer university experiences than those who continued.
Here Project Student Writing in Transition Symposium 2011
The document discusses findings from the HERE Project conducted from 2008-2011 examining student retention and engagement in higher education. Key findings include:
1) Approximately one third of first year students experience doubts strong enough to consider withdrawing. Doubters are more likely to leave than non-doubters.
2) Doubters report a poorer quality experience than non-doubters, especially regarding their academic experience and sense of belonging.
3) The primary reasons for doubting are associated with student perceptions of their course. Managing factors that lead to doubting can help increase retention.
Retention Convention 2010
The document discusses two research strands of the HERE Project investigating student retention. Strand 1 analyzed survey data from three universities which found that 37% of students had doubts about continuing their studies. Doubters were more likely to withdraw than non-doubters. Strand 2 will use these findings to develop a review tool to help universities reduce student withdrawal and increase retention by exploring factors influencing student transition and experiences. Focus groups provided additional insights into doubters' experiences.
Retention Convention 2010
The document discusses two research strands of the HERE Project investigating student retention. Strand 1 analyzed survey data from three universities, finding that 37% of students had doubts about continuing their studies. Doubters were more likely to withdraw than non-doubters. Strand 2 will use these findings to develop a review tool to help universities reduce student withdrawal and increase retention by exploring factors influencing student transition and experiences. Focus groups provided additional insights into doubters' experiences.
Ldhen 2010
The document discusses reasons why students have doubts about continuing their university studies and reasons they decide to stay. It summarizes research from three UK universities that found course-related issues were a major reason for doubting continuation. Students who stayed reported feeling a sense of belonging through relationships with staff and other students. The research aims to help universities better support student retention and identify practices to reduce doubting and increase student persistence.
Here project final report appendices
This appendix contains the questionnaires used in the HERE Project student transition surveys from 2009 and 2011. It includes questions about students' experiences adjusting to university, their academic and social experiences, and whether they have considered withdrawing. It also collects demographic information. The purpose is to understand student experience and identify ways to improve support for students, with the goal of increasing retention rates. Anonymized data was analyzed and may be shared with other universities and in academic papers.
Here project final report 2011
This document presents the findings of the HERE Project conducted from 2008-2011 between Nottingham Trent University, Bournemouth University, and University of Bradford. The project examined student retention, with two main strands: 1) the impact of student doubts about continuing their studies, and 2) differences between first-year university programs. Some key findings include that approximately one-third of first-year students experienced strong doubts about withdrawing, and these doubting students were more likely to leave than non-doubters. The report provides recommendations to help manage factors associated with doubting, support student integration and belonging, and foster motivation to improve retention.
Here Project Student Writing in Transition Symposium 2011
The document summarizes key findings from a study on student retention and engagement in higher education. It finds that approximately one-third of first year students experience doubts strong enough to consider withdrawing. Doubters reported a poorer quality experience and were more likely to leave than non-doubters. The primary reasons for doubting were associated with academic factors like coping with coursework. The study recommends improving the transition to university study, formative feedback, staff-student relationships, identifying at-risk students, informed course choice, and social integration to help manage doubting and increase retention.
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Here project ntu staff 2012
The document summarizes key findings from the HERE Project conducted from 2008-2011 on student retention and engagement at universities. The project examined factors influencing student doubting and likelihood of withdrawing, as well as the impact of university programs on retention. It found that approximately one-third of first year students experience doubts about continuing their course, and doubters are more likely to withdraw. Doubters generally report a poorer quality experience than non-doubters. The primary reasons for doubting relate to students' perceptions of their course, and doubting peaks before and after Christmas. The toolkit developed from the findings provides universities with recommendations to improve retention and student experience.
Here Project Toolkit Cards
The HERE Project from 2008-2011 researched the impact of student doubting on retention and strategies for helping students remain in their courses. This action card from the HERE Project toolkit can be used by course teams to reflect on their practices and consider ways to improve retention. More information about the HERE Project and its findings can be found at www.HEREproject.org.uk. The HERE Project was delivered by teams at various universities.
Here Project Toolkit
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
HERE! Project Case Study 3
The document provides a case study on the BA (Hons) Social Work program at Bournemouth University, which has high retention rates. Staff were interviewed to understand contributing factors. Key factors included: a rigorous selection process, high availability and commitment of approachable staff, a personal tutor system, and various academic and peer supports. The program emphasizes relationship building during induction week through group activities. A new "Learning to Learn" week will help students adjust to university expectations and their professional identity as social workers. Staff collaborate well and model professional values through emotionally intelligent relationships with each other and external partners.
HERE Project Interim Findings Brochure 2009
This document summarizes interim findings from a research project on student retention and engagement in higher education. Key findings include:
1) Friendships, long term goals, personal motivation, and adapting to the course/university help students who initially consider withdrawing to ultimately stay.
2) Early information about courses and support available is important for retaining first year students. Opportunities for early social engagement also help during the transition.
3) The role of personal tutors is important in providing both academic and pastoral support for students, particularly helping them understand independent study expectations.
Here Project Poster September 2010
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.
Here Project Poster January 2010
The HERE Project studied student retention in higher education. It found that non-doubters about continuing their studies were more likely to persist than doubters. For doubters who did remain, reasons included support from friends made at university and future goals, rather than just the absence of doubts. The project also found programs with better retention rates than peers and that leavers generally reported poorer university experiences than those who continued.
Here Project Student Writing in Transition Symposium 2011
The document discusses findings from the HERE Project conducted from 2008-2011 examining student retention and engagement in higher education. Key findings include:
1) Approximately one third of first year students experience doubts strong enough to consider withdrawing. Doubters are more likely to leave than non-doubters.
2) Doubters report a poorer quality experience than non-doubters, especially regarding their academic experience and sense of belonging.
3) The primary reasons for doubting are associated with student perceptions of their course. Managing factors that lead to doubting can help increase retention.
Retention Convention 2010
The document discusses two research strands of the HERE Project investigating student retention. Strand 1 analyzed survey data from three universities which found that 37% of students had doubts about continuing their studies. Doubters were more likely to withdraw than non-doubters. Strand 2 will use these findings to develop a review tool to help universities reduce student withdrawal and increase retention by exploring factors influencing student transition and experiences. Focus groups provided additional insights into doubters' experiences.
Retention Convention 2010
The document discusses two research strands of the HERE Project investigating student retention. Strand 1 analyzed survey data from three universities, finding that 37% of students had doubts about continuing their studies. Doubters were more likely to withdraw than non-doubters. Strand 2 will use these findings to develop a review tool to help universities reduce student withdrawal and increase retention by exploring factors influencing student transition and experiences. Focus groups provided additional insights into doubters' experiences.
Ldhen 2010
The document discusses reasons why students have doubts about continuing their university studies and reasons they decide to stay. It summarizes research from three UK universities that found course-related issues were a major reason for doubting continuation. Students who stayed reported feeling a sense of belonging through relationships with staff and other students. The research aims to help universities better support student retention and identify practices to reduce doubting and increase student persistence.
Here project final report appendices
This appendix contains the questionnaires used in the HERE Project student transition surveys from 2009 and 2011. It includes questions about students' experiences adjusting to university, their academic and social experiences, and whether they have considered withdrawing. It also collects demographic information. The purpose is to understand student experience and identify ways to improve support for students, with the goal of increasing retention rates. Anonymized data was analyzed and may be shared with other universities and in academic papers.
Here project final report 2011
This document presents the findings of the HERE Project conducted from 2008-2011 between Nottingham Trent University, Bournemouth University, and University of Bradford. The project examined student retention, with two main strands: 1) the impact of student doubts about continuing their studies, and 2) differences between first-year university programs. Some key findings include that approximately one-third of first-year students experienced strong doubts about withdrawing, and these doubting students were more likely to leave than non-doubters. The report provides recommendations to help manage factors associated with doubting, support student integration and belonging, and foster motivation to improve retention.
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The document summarizes key findings from a study on student retention and engagement in higher education. It finds that approximately one-third of first year students experience doubts strong enough to consider withdrawing. Doubters reported a poorer quality experience and were more likely to leave than non-doubters. The primary reasons for doubting were associated with academic factors like coping with coursework. The study recommends improving the transition to university study, formative feedback, staff-student relationships, identifying at-risk students, informed course choice, and social integration to help manage doubting and increase retention.
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