Access, Retention, and Drop-out in Higher Education: Experiences of Non-traditional Students

1. UK DisseminationConference April 13th 2011 Birkbeck (London) Access, Retention and Drop-out in Higher Education in Europe: the Experiences of Non-traditional Students (The RANLHE Project)

2. Access, Retention and Completion:Key findings from the UK Experience The W-curve and the first year of university; University of York

3. Access • Recognising the diversity of Higher Education is leading to acceptance that this is a normal pathway, particularly among family members and friends • Evidence that return to study in HE is often triggered off by ‘critical incidents’ in people’s lives, such as unemployment and divorce • Higher Education may be seen as a temporary alternative to unemployment so HE might not always be the preferred choice of non-traditional students • Recent expansion of number of universities (post-1992) provides more opportunities for non-traditional students reducing the perceived competition to enter Higher Education • Increasing opportunities for progression from further education, and to study more flexibly (within modular credit-based frameworks), at a distance and part-time • Advice and guidance is perceived as being influential, as well as opportunities • to visit campuses before making a decision • However, finance remains a barrier to participation in HE; arguments about HE as an investment are not convincing

4. Retention Preparing for HE courses do not always succeed in appropriately preparing non-traditional students for HE; additional and focused student support services are critical, including support from tutors, their peers, and their families Non-traditional students entering HE often report ‘culture shock’, ‘not belonging’, ‘marginalisation’, which contribute to a decline in confidence Those that persist often refer to their ‘determination’ to succeed, which isgenerated by a number of factors, including not wanting to waste the opportunities they have, nor the money and time they have invested, not wanting to go back from where they came, not wanting to be seen as a ‘failure’; and more positively seeing HE as ‘precious’, an ‘opportunity’, wanting to succeed in getting a degree, and building their confidence. If the courses they were on were interesting, if the quality of teaching and assessment was positive, and tutors took an interest in their progress thennon-traditional students were able to overcome doubts about whether HE was really for them, as well as some of the structural issues that challengedthem, including finance and accommodating to a new ‘culture’ and way of life.

5. Detailed and quick feedback on essays and assessed work important as this helps students to identify what they need to do to improve their work Social class can be an issue as the symbolic and intellectual cultures of a university may seem daunting at first so that students, in Bourdieu’s terms may feel like a ‘fish out of water’. (Issues of habitus and cultural capital). Support and understanding by lecturers and personal tutors of their life experiences and situation is important – issues of respect and recognition (Honneth). Transitional space for working out and changing identities. They do not want to go back to who they were before but at the same time continue to see themselves as being working class. University also as a safe space.

6. Threats to Retention Note: By the end of the project the teams are beginning to avoid making reference to ‘drop out’. This is for two main reasons: (1) this has negative connotations that fail to reflect the achievements made by non-traditional students even in their struggle to succeed; and (2) evidence from the project suggests that nearly all students at some point consider ‘leaving HE’; when followed through it is often done for positive rather than negative reasons: it is often for students a temporary ‘solution’ to a crisis. Even those who do not return, still reflect on the positive aspects of their time in HE. Evidence in the research indicates a number of students leave and then return, for whom the interruption was a necessity at a particular point in time, for a range of familial, health, occupational and/or academic reasons. HE institutions will have policies on suspended studies or intercalation, that offer the option of temporary rather than permanent withdrawal. Stress-related illnesses appeared to be a significant factor in temporary withdrawal. The interviews revealed that when the identity of being a HE student was firmly established this reduced the threat of permanent withdrawal, and reflected students’ confidence to return later. It might be noted that temporary withdrawal is more often associated with younger students who came straight from school, rather than non-traditional students. Student employment during university term times is a factor if this conflicts with study time; However, if it is relevant to academic study, the work experience can support study.

7. Completion Contributory factors to successful completion: Academic progress and success Ongoing commitment to, and interest in programme of study Confidence Determination Motivation Extra-curricular activities (including Student Ambassadors) Supportive families and friends Strong support systems in the HE, including study support, fair and transparent assessment, effective feedback, student health and mental health services, and financial advice Supportive and caring teaching staff within regular and scheduled personal tutorial time Peer support, social networks and residential arrangements