Retention and Student Success. The following indicators of the University’s absolute and relative performance in non-continuation of students following year of entry are taken from the UK Performance Indicators of HE produced by HESA. Year of entry 2010/11 2011/12 2012/13 2013/14 2014/15 Young Young full-time first Xxxxxxx – no longer in HE 9.6 6.4 9.5 9.4 9.8 Benchmark 7.6 6.7 6.8 7.1 7.2 degree non- continuation (following % continue or qualify at previous year of entry) Xxxxxxx 88.3 92.3 88.3 88.7 88.2 (Table 3a) % adjusted sector continue or qualify 90.4 91.3 90.8 90.5 90.2 From low participation neighbourhoods (Table 3b) (POLAR3) Xxxxxxx– no longer in HE 11.1 9.6 11.0 14.1 12.0 Benchmark 8.9 8.5 8.0 8.8 9.1 % continue or qualify at Xxxxxxx 86.2 89.3 84.2 83.4 85.7 % adjusted sector continue or qualify 89.2 89.6 89.8 89.0 88.6 From other neighbourhoods (Table 3b) (POLAR3) Xxxxxxx– no longer in HE 9.3 5.8 9.2 8.4 9.3 Benchmark 7.0 6.2 6.4 6.7 6.7 % continue or qualify at Xxxxxxx 88.8 92.9 89.0 89.8 88.8 % adjusted sector continue or qualify 90.8 91.7 91.1 90.9 90.7 Mature Mature full-time first Xxxxxxx– no longer in HE 9.7 9.0 11.1 10.2 10.8 Benchmark 11.3 10.2 10.8 10.3 10.3 degree non- continuation (following % continue or qualify at previous year of entry) Xxxxxxx 89.6 90.3 87.5 87.6 86.4 (Table 3a) % adjusted sector continue or qualify 87.3 88.4 87.6 88.1 88.0 With no previous HE qualification (Table 3c) Xxxxxxx– no longer in HE 12.0 9.6 12.4 9.2 11.00 Benchmark 11.8 10.4 11.0 10.5 10.7 % continue or qualify at Xxxxxxx 86.9 89.3 86.0 88.5 86.0 % adjusted sector continue or qualify 86.6 88.0 87.2 87.7 87.4 With previous HE qualification (Table 3c) Xxxxxxx– no longer in HE 4.7 7.5 6.8 13.5 10.5 Benchmark 10.0 9.4 10.0 9.5 9.3 % continue or qualify at Xxxxxxx 95.3 92.5 92.4 84.6 87.8 % adjusted sector continue or qualify 89.0 89.6 89.1 89.5 89.6 For young undergraduates entering the University, there has been an improvement of 2.1% in the non-continuation figure for students from low participation neighbourhoods, and the difference in proportion between these students continuing or qualifying and those from other neighbourhoods has narrowed. However, the general trend in the overall proportion of students continuing or qualifying is not improving and remains below the sector and locally-adjusted benchmarks. The 2011/12 entry cohort were a particularly strong cohort, being the year before higher fees were introduced, therefore this appears to be an atypical year. Overall young full t...
Retention and Student Success. The University is committed to improving the retention and success of all its students and particularly those from disadvantaged backgrounds. It is the intention of the University to sustain and enhance a range of learning and teaching, pastoral and welfare, and employability services and structures, to support the retention and success of all of its students throughout their time at the University, and to continue to monitor the relative performance of those from disadvantaged groups. This is an area in which the University plans to increase its investment in 2015-16 and beyond in order to sustain and improve its performance, in particular with regard to disadvantaged students. In addition to existing measures which inform and support the enhancement of learning, teaching and employability across the University, interventions will be strengthened to offer particular support to students who may have been disadvantaged, whether through background or prior educational experience; through disability; as care leavers; or because of other circumstances. Department and subject initiatives The University has previously invested resource in a small number of pedagogic research projects, several of which have been focused on the design and evaluation of new interventions to support and enhance the retention and success of students. This has included work on, for example, the BME student experience, and also on examining the impact of pre-induction social networking on the student transition to higher education. In 2012-13, the University launched its own “Retention and Success” programme in which additional resource has been targeted actively towards academic areas or programmes where there is some evidence from performance data that they may benefit from improving performance in student retention and achievement, in particular with students from disadvantaged backgrounds. The University will continue to invest in this scheme in 2015-16. Funded initiatives might include activities such as pre-entry bridging days for incoming students with particular entry profiles; the extension of pre-induction social networking; and strategies to review or develop innovative aspects to learning, teaching and assessment. Programme teams will be encouraged to draw on reports and examples from the retention and success project undertaken by HEFCE, the Xxxx Xxxxxx Foundation and Action on Access. The University’s Student Retention and Success programme is already generating positive ...
Retention and Student Success. The University is not planning any special measures aimed specifically at part- time students that are not already described in the section under full-time students. However, it is believed that the remodelling of the University’s part- time provision and the creation of more distinctive part-time pathways and enhancing the student experience will support retention and success by enabling the development of greater cohesion amongst student cohorts.
Retention and Student Success. The following indicators of the University’s absolute and relative performance in non-continuation of students following year of entry are taken from the UK Performance Indicators of HE produced by HESA. Year of entry 2009/10 2010/11 2011/12 2012/13 2013/14 Young Young full-time first Xxxxxxx – no longer in HE 9.0 9.6 6.4 9.5 9.4
