UNIVERSITY RETENTION STRATEGIES Sample Clauses

UNIVERSITY RETENTION STRATEGIES. Monash views the success of an institution and its students as inseparable and is committed to promoting and sustaining high levels of student retention, success and completion. To this end, retention is included as a key indicator of our success within the University-wide KPI framework, and significant investment has been made in programs that support students in their studies. Monash has recently launched the University’s inaugural Student Retention Strategy in response to the Higher Education Standards Panel’s (HESP) 2018 report – Improving retention, completion and success in higher education. The document sets out a whole-of institution commitment to, and shared responsibility for, retention, inclusion, partnerships, and fostering a sense of belonging among students. The Student Retention Strategy presents our aspiration to become a model of excellence in retention and to be recognised for the development, implementation, delivery and assessment of innovative programs and services that enhance student access and success, particularly for at-risk students. The Student Retention Strategy comprises three priority areas for further action: 1. Better utilisation of data and predictive analytics to allow for timely and relevant interventions; 2. Strengthening students’ sense of belonging, starting at orientation and continuing throughout their learning journey; and 3. Better understanding the discontinuation experience, including providing students with alternatives to discontinuing. Within these three priorities, ongoing improvement programs have been identified, along with additional actions for improvement. Implementation will be led by the Pro Vice-Chancellor (Academic), with regular monitoring through the University’s senior committees. KEY PERFORMANCE INDICATORS Action plans to deliver on these outcomes are developed annually and monitored for quality and impact through the Education Portfolio, Academic Board, and the Vice-Chancellor’s Executive Committee. The University aspires to achieve the following teaching and learning KPIs in 2020: KPI 2020 Target Retention1 – Undergraduate 94% Retention – Graduate/Post Graduate 90% RESEARCH AND RESEARCH TRAINING AND INNOVATION The Focus Monash 2015-2020 strategic plan articulates the following priorities for research, research training and innovation:  Develop and recruit high-performing researchers and graduate research students.  Focus investment in areas where Monash has or is capable of having impact and...
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UNIVERSITY RETENTION STRATEGIES. The University's retention rate is relatively low compared to other providers. This is partly due to the majority of students being mature-age and part-time, however the University has developed a retention strategy to address this deficiency. This has four components: understanding data, early intervention by lecturers before completion of a unit of study, required follow-up with all students who fail a unit at semester end, and contacting all students who do not re-enrol to complete an exit interview. Retention is monitored annually for all awards through an annual Course Review Report, and is the subject of major Course Reviews and of an annual strategic discussion at the Academic Board. xxxxx://xxxxxxxx.xxx.xx/xxxxxxxxx/xxxxxxxxxx-xxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxx/xxxxxxxxx-xxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxx/xxxxxxxx-xxxxxxx-xxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxx(xxxxxxxx-xxxxxxxxxxx-xxxxxxxxxxx-xxxxxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxxx/xxxxxxx-xxxxxxxx-xxxxxx/ RESEARCH AND RESEARCH TRAINING AND INNOVATION The University's Strategic Plan — Research Goal establishes strategies to measure, develop and grow research activity and research quality. Key activities in 2019 include recruitment of a second postdoctoral fellow in theology to provide for early career researcher opportunities, and new appointments in research development staff at three of the University's Colleges. The Council has commissioned a review of the research training environment at the University and determined to establish a School of Graduate Research to further improve and develop its research training program. This includes establishing frameworks for research partnership scholarships with faith-based agencies and religious orders to deliver fully funded PhD scholarships to meet the needs of industry partners. There is presently one industry placement PhD in the area of human ageing. The University is strongly supported by industry partners to deliver research in applied theology and ministry. These activities are measured through the University's industry funding levels and the ARC El assessment, and through the Strategic Plan — Research Goal and publication of research outcome narratives in the University's news and events website, Vox. The University's Research Repository provides access to staff publications and HDR research theses, subject to copyright and ethical requirements. The University's Library Hub has developed a special collections site, including digital...
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UNIVERSITY RETENTION STRATEGIES. Reducing non-completion The University has introduced several measures in recent years to address non-completion:  The appointment of a Student Retention Officer and a Manager Student Success.  A comprehensive communication plan for engagement with students identified as ‘at risk’, including commencing students in their first semester of study.  A pilot student mentor program being offered for the first time in 2020.  Engagement with students who have disconnected with their studies but are close to completion.  Significant investment in the Digital Student Journey project, which will provide students with a personalised digital experience providing them with the information they need to be successful in a timely manner.  Offer a UC ‘academic health check’ for students who have failed a unit or are in high risk courses and units, to review their study plan and provide personalised advice and support for their studies. Evaluation and follow-up with students who discontinue An evaluation framework has been developed to analyse and refine these strategies over time. While it is too early to evaluate many of these initiatives, some examples of success include the following:  Re-enrolment of 28 students in semester 2, 2019 who had disengaged with their studies and were within one semester of finishing their degree; and  Re-enrolment of 20 students in semester 2, 2019 who would have been discontinued for non- enrolment without active engagement.
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UNIVERSITY RETENTION STRATEGIES. The University will continue to monitor the performance of students in relation to the basis of their admission. The University currently achieves the lowest attrition rate for domestic bachelor students in the nation at 4%. We anticipate this present exceptional rate of retention and success will be maintained.  The University is developing new learning analytics to identify the small number of students at risk at an earlier stage in their studies and to create interventions to support students to make more informed choices about their studies.
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UNIVERSITY RETENTION STRATEGIES.  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. Federation University is proud of its outstanding record in teaching quality and student outcomes. In the 2019 Quality Indicators for Learning and Teaching, Federation University was ranked first in Victoria in the following seven categories:
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UNIVERSITY RETENTION STRATEGIES. Strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas) Since June 2014, there have been a number of university-wide and school-focused Student Retention and Success (SRS) strategies that have been implemented to increase student success and progression. These initiatives vary from timely access to information, targeted program and courses priority areas, timely contact with students throughout the student life-cycle, building academic teaching staff capability and developing innovative technology solutions to identifying students ‘at risk’ and monitoring progress. These initiatives include:
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