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Measuring and monitoring study progress

Measuring and monitoring study progress. A longitudinal study into study progress of first-time enrolled students A first step towards structural and evidence based student guidance.

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Measuring and monitoring study progress

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  1. Measuring and monitoring study progress A longitudinal study into study progress of first-time enrolled students A first step towardsstructuralandevidencebased student guidance

  2. It’s astonishing that study program professionals have so little insight into study progress of their students (Hans van Hout, 2006, in ‘Vernieuwing in het Hoger Onderwijs: Onderwijskundig Handboek’)

  3. Actions of about 40 FTE’s Student performance

  4. First step: getting insight into study progress • Monitoring of the student population • How are students progressing? • Indicators for study progress • Outcome indicators: • Study completion rate after one year in a standard learning track • Study success rate/year • Bachelor completion rate within the foreseen period • Master completion rate within the foreseen period • Process indicators: • Learning track type per year of enrolment • Learning path to the bachelor and master degree !

  5. Study progress outcome indicators: definitions • Study completion rate after one year in a standard learning track: • The proportion of first time enrolled students taking a standard track of ECTS Credits that successfully completed the first year of this track after one year of study. • Study success rate/year: • The proportion of ECTS Credits completed with respect to the total amount of ECTS credits enrolled for by a student. • Bachelor completion rate within the foreseen period: • The proportion of first-time enrolled students that accomplish a bachelor degree in the foreseen three years of time. • Master completion rate within the foreseen period: • The proportion of first-time enrolled students that accomplish a master degree in the time foreseen for obtaining the specific master degree.

  6. Study progress process indicators: definitions • Type of learning track by year of enrolment: • Track types: • Standard Learning Track (Standard package i.e., 60 ECTS Cr./year) • Standard Learning Track Repeaters • Personalized Learning Track (any deviation from SLT within the same program) • Reoriented Learning Track (enrolled for a new study program) • Drop out from our institution • Type of learning path towards a bachelor/master degree: • Typology based upon the succession of specific Learning Tracks/year • Note that: • ECTS credits which a student has to take again after failing are added to the total amount of ECTS credits enrolled for. • Although a student did not succeed for an exam, he/she can still be allowed to pass for the first Standard Learning Track package when his/her results were within the specified tolerance boundaries for passing that package. In this case, the ECTS credits for that course were not obtained.

  7. Modelling study progress, in theory Tinto,1987, 1993 (US); Prins, 1993 (The Netherlands); Lacante 2001, 2007 (Flanders/Belgium)

  8. Where to start ?

  9. Modelling study progress, in theory Student Characteristics Not included Study Progress Social / Academic Integration Context Characteristics

  10. Modelling study progress, in practice Data of 20,650 students Gathered between 2005/6 -2008/9 First step Focus on main effects Student Characteristics Background Socio Demographics Expectations (Questionnaire) Pre-College schooling Type Secundary Education Study delay Forced track change Performance Positioning (self assessment) Program choice Complex Interactions Moment of choice Study Progress Motivation Learning track typology

  11. Lots of data Some interesting findings

  12. Migrations in the student population due to flexibilization • Study completion rate after one year in a standard learning track At start 1st year After 1st year exams After Bachelor exams Repeaters 2005 Repeaters Need for view on all students 2008

  13. Throughput After 1st years After 3rd year After 4th year 34.2% Starters 1stenrollment (2005-06 + 2006-07) (n=10,119) Bachelor (n=3468) 13.2% Bachelor (n=746) 45.8% 7.3% 5.9% Personalised Learning Track (n=4626) Bachelor (n=592) 20.0% Still enrolled (n=2064) Drop out (n=1224) 12.0% Drop out (n=2025) 20.0%

  14. Succes in function of Secundary Education

  15. Distribution of Succes in function of Secundary Education   

  16. Self Positioning in Secundary Education Engineer students 46% Best Bio Engeneering 38% Best Delay & Track changes In Secundary Education

  17. After 1st Bachelor SLT After 1st Bachelor SLT Throughput 98.7% 0.1% 0.7% <0.1% 0.4% 2nd Bachelor SLT Pers. LT 2Ba+3Ba Reoriented LT 2 Study Programs Drop Out 86.0% 0.3% 12.2% 0.7% 0.8% 3rd Bachelor SLT 2nd Bachelor SLT Pers. LT 2Ba+3Ba Reorinented LT Drop Out

  18. After 1st Bachelor SLT Throughput 11.8% 42.1% 37.1% 8.9% 1ST Bachelor SLT Pers. LT 1Ba+2Ba Reoriented LT Drop Out 71.2% 8.0% 9.6% 5.8% 4.8% 24.0% 23.4% 53.4% 1st Ba SLT 2nd Ba SLT Pers. LT 1Ba+2Ba Reor. LT Drop Out SLT or Pers. LT Reor. LT Drop Out

  19. After 1st Bachelor SLT Throughput 11.8% 42.1% 37.1% 8.9% 1ST Bachelor SLT Pers. LT 1Ba+2Ba Reoriented LT Drop Out 2.3% 8.7% 14.7% 38.2% 22.2% 13.9% 2nd Ba SLT 3rd Ba SLT Pers. LT 1Ba+2Ba+3Ba Reor. LT Drop Out Pers. LT 2Ba+3Ba

  20. Throughput 1st Bachelor SLT <25% success rate 19.1% 2.4% 12.2% 66.3% 1ST Bachelor SLT Pers. LT 1Ba+2Ba Reoriented LT Drop Out 21.7% 26.7% 11.9% 10.4% 3.9% 6.7% 6.5% 32.9% 19.6% 59.4% Pers. LT 2nd Ba SLT 1st Ba SLT 2nd Ba SLT Pers. LT 1Ba+2Ba Reor. LT Drop Out Reor. LT Drop Out 1st Ba SLT

  21. Bachelor degree in 3-years time Type of learning paths towards a Bachelor degree in 3-years time

  22. Bachelor degree in 3-years time in function of SE Type of learning paths towards a Bachelor degree in 3-years time

  23. Study Completion Rate in function of PLT

  24. Next steps

  25. Conclusions & Next Steps • Monitoring study progress shows • Realistic learning paths towards success i.e., obtaining a diploma. • Learning paths that are more likely going to result in drop out. • Now we can start figuring out what goes wrong. • Zooming in on the nature of these paths, i.e., asking ourselves ‘what’s happening here?’ will enable us to formulate evidence based hypotheses about what’s the underlying problem and how to deal with it effectively. • From longitudinal study to systematic monitoring • Monitoring: Enrollment  Bachelor  Master

  26. Conclusions & Next Steps Some students take paths with very large study loads others seem to take an ‘easy’ year. Large number of students coming from Technical and Art Secundary Education programs end up in Personalized Learning tracks. Why? Some students seem to lack the insight of what it really takes to succeed. And even after a first unsuccessful year, quite a lot still lack that insight. How can we help students to become more realistic? How can we support them in learning what it takes to succeed?

  27. Half day Higher Education Experience • Interactive group sessions • Recorded Authentic Lectures • Anathomy • Mathematics • Sociology • Experiencing teaching, learning, and examination in higher education. • Guided reflection on experiences and additional actions needed to acquire lacking skills.

  28. Advisory Centre for Students Network study & learning track councellors

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