Assessment of Retention Record. Retention is a challenging area for the University and, whilst we acknowledge that the reasons students leave, or do not succeed in higher education, are complex, there is undoubtedly, a strong relationship with the recruitment of Widening Participation students. This is not about potential or ability but is more concerned with culture and the level of caring responsibilities carried by many of our students both young and mature. Health, physical and mental, is also a significant factor for a number of our students. We are very aware of our responsibilities not only to provide opportunity but to ensure that potential is realised and, whilst we are cognisant of the studies which have been undertaken in this area, we are particularly concerned to address the issues as they manifest themselves at this University. In this regard, we know that the retention of young students is dramatically improved if they are resident on campus for their first year – improving their integration with university life. From a relatively small base of around 600 places on campus, we are now able to accommodate over 1,000 students each year. These places are considerably over-subscribed and we plan to increase this, subject to resources, to 1200 in 2012 with a longer term aim to have 1700 places available. Our own research tells us that poor attendance is a key indicator of ‘at risk’ students, albeit that the reasons for sporadic or erratic attendance are immensely varied. We have been active in improving our tracking and monitoring processes in this respect so that appropriate interventions can be made early. We now employ tracking officers in two of our Faculties and have well established follow-up processes to identify and address issues for individual students. Working with our students, we are revising our personal tutorial system for 2011/12 to provide them with more opportunities for direct contact and supplementing this with an increased emphasis on formative assessment and a more structured approach to feedback. We have just opened a new Health and Well Being Centre where our students can receive the highest level of personal care and support and we will be opening a major new Building ‘The Hub’ in September 2011 providing more social and personal learning space alongside improved guidance services. Our investment in the physical and human infrastructure required to support good retention rates has been extensive and there are further evidence-based projects, such as work...
Assessment of Retention Record. Given our student demographic, retention was once a particularly challenging area and, as a sector, there continues to be a correlation between recruitment of students from disadvantaged backgrounds and retention issues. We are therefore particularly pleased that our integrated, whole student life-cycle approach to student support has historically demonstrated significant improvement in this area. Our strategic approach aims to increase the sense of belonging that students feel even before they arrive; we have invested significantly in understanding our applicant and student journey and we continue to enhance this approach via a co- ordinated range of activities, relationships and interventions, aimed at engendering a sense of engagement; these range from a key focus on the importance of effective induction and creation of peer relationships to proactive monitoring of student engagement and early intervention with those who appear to be disengaged, via an effective personal tuition system. The efforts we have invested in retention are demonstrably benefiting our students, as illustrated below. We are however alert to some small shifts in the positive trend, hence our decision to introduce more dedicated resource. Category Characteristic Actual % 2012-13 Actual % 2013-14 Benchmark % 2013-14 All UG FT 1st Degree Non-continuation following year of entry (YoE) 7.6 7.9 8.7 Young FT 1st Degree Non-continuation following YoE from low participation neighbourhoods 7.4 7.4 8.0 Mature FT 1st Degree Non-continuation following YoE with no previous HE qualification 10.2 9.4 10.8
Assessment of Retention Record. Given our student demographic, retention was once a particularly challenging area for the University and, as a sector, there continues to be a correlation between recruitment of students from disadvantaged backgrounds and retention issues. This is often not about potential or ability but is more concerned with culture and practical lifestyle issues (such as the level of caring responsibilities carried by many such students both young and mature). We are therefore particularly pleased that our integrated, life-cycle approach to student support is now demonstrating significant improvement in this area. Our overall strategic approach aims to increase the sense of belonging that students feel even before they arrive; we have invested significantly in understanding our applicant and student journey and we continue to enhance this approach via a co- ordinated range of activities, relationships and interventions which are aimed at engendering a sense of engagement; these range from a key focus on the importance of effective induction and early creation of peer relationships to proactive monitoring of student engagement and early intervention with those who appear to be disengaged, via an effective personal tuition system. The efforts we have invested in retention are demonstrably benefiting our students; the table below illustrates for example, that for both young students from low participation neighbourhoods and for mature students with low PEQs, we are performing well above benchmark in relation to retention.
