Learning From the Data

1. Learning From the Data

2. Overview • What is the HERE! Project? • And who are we? • Focusing on the data – what have we learnt? • Curriculum Design • Institutions and Partnerships • Student Experience • Extra curricular activities • Outcomes and methodology • What can you take away? • What will you do?

3. Who are we? Ed Foster Sarah Lawther Christine Keenan Natalie Bates Becka Currant Ruth Lefever • Previously worked together on Learnhigher CETL • All engaged in transition support strategies • Develop Me, Stepping Stones 2HE, Welcome Week

4. What is the HERE project? 2 strands: • Student doubters • Why do some students have doubts about their experiences and yet stay, when others withdraw? • What lessons can we learn from doubters to make leavers more ‘robust’? • Previous surveys 20% - 40% of students have doubts • Programmes with excellent rates of retention • Significant differences between retention rates across programmes • Identify programmes with consistently good rates of retention and explore what takes place within the programme that may have an impact on retention • First year students

5. Doubters • Outputs • Hypothesis is that doubters are more likely to leave than non-doubters • Reports on the experiences of doubters, leavers and non-doubters • Recommendations for institutional practice & guidance for students • Methodology & Progress • Pilot study (NTU) • Transitions Survey (all partners) • Students’ Union survey (Bournemouth) • Focus Groups (NTU) • Apart from pilot, we only have data on doubters at this juncture

6. Programmes with excellent retention • Outcomes • Develop a self audit tool for programmes to use • Report on factors associated with better retention & make recommendations • Methodology & Progress • Identify programmes with better rates of retention • Work with programme staff & students to identify practices having a positive impact • 2 pilot studies conducted at Bournemouth • Programmes identified at all partners • We are looking to test the audit at other institutions

7. Approach to developing the audit tool

8. Student Retention Literature (incl HEA retention synthesis) Improving student retention and success: four areas identified HERE! Strand One: Student doubters Quantitative and Qualitative research Limitations Voluntary responses Generalisation? Do doubters become leavers? Pilot & further develop audit questions 1. Develop audit questions

9. Institutional data Methodological issues Similarities and differences between institutions? Accuracy of data Methodological rules for consistency Common first year? Consider factors that are known to influence retention Identify programmes for study 2. Identify programmes

10. Methodological issues Pilot study to develop methodology Limiting data gathered Consider analysis Consistency between institutions Institutional data & grey literature “…in databases at institutional and system–level, there are valuable data that could be exploited … What is needed is an appreciation of what might exist in such databases and the capability to produce something valuable from them” (Yorke, 2006, p 201). Staff Interviews Students Is it enough for a “credible basis for action?” (Yorke, 2006, p212) 3. Working with programmes

11. Institutional level Programme level Individual level How do we present our findings and recommendations in a useful way? Institutions ensure students are sufficiently prepared to make the transition into HE The student learning experience is managed and co-ordinated to promote student success The curriculum is designed and delivered to promote the success of all students Formal and informal extra-curricular activities support students and promote their engagement in HE Audit tool format

12. Session Structure • Look at each of 4 key areas identified in the HEA study • Present some findings • Discuss how findings are driving development of tool • Opportunities for discussion, feedback and thoughts

13. The curriculum is designed and delivered to promote the success of all students Ed Foster & Sarah Lawther Nottingham Trent University

14. Strand One: Student DoubtersStudent Transition Survey • May 2009 (Bournemouth, Bradford & NTU) • Questions • How many students had doubts about staying on their current programme? • Why have some students thought of leaving? • Why have doubters decided to stay? • Student priorities and satisfaction with their experiences of university • in particular, those experiences that have been shown to affect retention in previous research • Limitations • Voluntary responses • May not be accessing students not engaged with university • Don’t know yet whether doubters become leavers

15. Withdrawing from Studies (NTU) Over a third (37%) of sample say they have considered withdrawing from their studies at some point so far in their first year. 63% have never considered leaving 28% have considered leaving but have since decided to stay at NTU 8% have not yet made up their minds about whether to stay or leave 1% have decided to leave NTU Base = 656 (doubters = 243, non-doubters = 413)

16. Comparing Experience with Expectations (NTU All students) % respondents rating each statement 4+ on a scale of 1-5 (5= strongly agree) Base = 656

17. Profile of doubters (NTU) • 250 male students answered the survey: 78 (31%) are doubters • 406 female students answered the survey: 165 (41%) are doubters • Older students more likely to have doubts • 19-21 yr old (37% doubters) 26-44 yr old (44%) • Disabled students more likely to have doubts (50%) • Some variation by home location (more doubters from City of Nottingham) • Ethnicity highly varied • 39% of first generation students had doubts/ 35% with family experience of HE • Accommodation type • Living with relatives - 30% • Living in private halls - 42% • Clearing 45% doubters • First choice of university – 38% doubts, not first choice 31%

19. Please tell us what made you consider leaving NTU? The course and the lecturers. I felt that i wasn’t getting the help i needed. the stress of so much work was getting too much poor value for money, lack of tutor contact eg lecture/seminar Wasn’t sure if i would be good enough for the course when we were told what all we had to do and what would be expected of us Organisation of course didn't know if i was doing the right course I can’t carry on with the course which i wanted to study due to the fact that i haven't selected that route at the start of the year The course material is very similar to A level msaterial hence it became demotivating for me

20. Subject interest • Amongst all students, having an interesting subject was the most important factor • 91% of students said that it was important • 85% of all students felt that their subject was interesting • 93% of students who actively disagreed with the statement ‘My subject is interesting’ had doubts about being on the course • Doubters were also far less likely to find the taught sessions interesting

21. Accuracy of institutional information • A small number (36) found the information provided by the programme before they started inaccurate • 70% had doubts • Only 27% of those who found it accurate had doubts

22. Coping with studies • ‘I feel confident I can cope with my studies’ • 78% of students who disagreed had doubts • Only 23% of those who agreed had doubts • For doubters, this factor was the largest gap between importance and experience and the biggest difference between them and non-doubters • How hard are you working? • Very hard (38% doubters) • Fairly hard (30%) • Not at all (69%)

23. Academic Aspirations • 54% of respondents are aiming for a 1st when they graduate • (only 27% for the 1st year though) • High aspirants less likely to have doubts • 35% of those aiming for a 1st have doubts • 100% of those aiming for a 3rd have doubts

24. Relationship with staff • Doubters were less likely to say that they • Had enthusiastic lecturers • Had accessible lecturers • Were valued by teaching staff • When answered negatively, are very likely to be doubters • Contrasts with our research into post-16 teaching • Much more contact and guidance available

25. Understanding the nature of HE • Only 52% of students felt that since starting, anyone had explained the differences between post-16 & HE • Those with an explanation had lower incidences of doubting • (33% compared to 42%) • If students didn’t feel they understood the differences, they were more likely to have doubts • (62% compared to 30%)

26. Audit question areas • Support in the first year • Gradually changing over the duration • Understanding student motivation for being on the course • Feedback • Support when a student fails

27. How do we develop the curriculum to support these students? • Do these findings coincide with your experiences/ observations? • How does your institution develop the curriculum to support these students? • What are the key questions that need embedding into the audit tool to help develop the curriculum? • How do we develop these approaches without appearing to be dumbing down?

28. Institutions and partnerships ensure that students are sufficiently prepared to make the transition into Higher Education Christine Keenan Bournemouth University

29. Institutions and Partnerships Early findings from our research suggest that the following areas require consideration during students’ transition into Higher Education: • Information prior to arrival e.g. course information, Stepping Stones 2HE • Support (pastoral, academic and financial) • Opportunities to form friendships – increasing a sense of belonging • Academic expectations of students – independent study new to most • Information overload • The role of personal tutors • Working in partnership with the Students Union

30. Institutions and Partnerships • How can students be empowered to manage their transition to Higher Education with greater confidence? • What are the most effective ways of communicating academic expectations to students during the first term of the first year? • What strategies could be developed by institutions to help freshers avoid information overload and have more opportunities to meet other students? • How could transition support be improved by working in partnership with sixth forms and FE colleges?

31. The student experience is managed and coordinated to promote student success Becka Currant & Ruth Lefever Bradford University

32. What is the Student Experience • What is the student experience? • Who/what are modern students? • A vision of students todayWesch (2007) • Engaging Students at Bradford (Currant, 2009) • What issues do they face? • What challenges does this pose for us? • How do we respond to differences from the ‘norm’?

33. The student learning experience is managed and co-ordinated to promote student success • Use of institutional data • Policy development and integration • Institutional processes and reporting structures • Quality management and enhancement • Staff Engagement

34. University of Bradford data Withdrawing from studies • 29% of students said they had considered withdrawing at some point during their first year at Bradford • 71 % had never considered leaving • 23% have considered leaving but since decided to stay • 4 % had not made their minds up yet as to their future plans

35. What made students consider leaving? • Personal – family, health • Homesickness • Pressures of work/exams, hard to cope • Financial reasons • Accommodation • Employment issues – balancing with studies, finding p/t work • Dislike city of Bradford • University campus/atmosphere • Lack of social opportunities, activities • Course not what they expected/not satisfied • Course not challenging or interesting • Problems with lecturers, communication

36. What has helped students decide to stay at Bradford? • Friends and course mates • Family • Future goals/career • Drive and ambition • Tutor/staff support, ability/enthusiasm • Course – interesting, enjoying, materials • The university – atmosphere and reputation

37. Students were asked what was important to them in relation to their experience)*:*% who rated the answer 4 or 5 – important or very important • Enthusiastic lecturers – 95.1% • Useful feedback – 95.1% • Course well organised – 94.3% • Easy access to resources (IT, books etc) – 91.9% • Accessible lecturers – 89.3% • Feeling valued by teaching staff – 85.4%

38. Staff Engagement Data suggests the importance of spending time engaging with students • At Bradford issues relating to staff did not feature as a very common reason for students who had considered leaving uni, but when looking at what had helped students to stay on the course, approximately a fifth of responses included tutor/staff support or interaction as a factor: The wonderful department: I really enjoy the subjects taught, they are interesting and engaging, lecturers are very professional and supportive I am very happy at this university because of how it teaches students and I like the way staff treat students Our course leader is very helpful and is always on hand to provide extra information and support. He seems interested in the students and I feel confident that I can approach him with any questions I may have

39. Staff Engagement Although many of our students provided positive comments about staff, when asked about improvements to academic or pastoral support a significant number of respondents suggested items related to staff engagement. Issues of time, access and availability were common, including wanting more regular/structured meetings but items relating to approach or attitude were also important – such as: • A more personal approach – talking to students ‘at their level’ or as friends • Hands on, proactive • Take an interest and make/keep in contact • Value the students • Be approachable • Responsible – reply to emails and turn up when supposed to I am yet to be contacted by my tutor – this shows detachment on their part [Be] more interactive, it seems we (students) are just numbers and not real people

40. Quality/processes issues • Staff and students understand the role of the personal tutor and what is expected of it and them – agreed provision, consistency • Group size • Monitoring of student progress • Assessment feedback • Timetabling Student feedback: • Staff/student events • Opportunities to air views • Effective SU • Asking previous students about their experiences to inform change

41. What has the wider data told us? • Identify student expectations of University • Make explicit institutional requirements • Demystify the complex, codified structures • Provide holistic induction experience • Implement a supportive assessment process • Provide early formative assessment • Engage with curriculum to inspire learners • Define curriculum engagement • Support Academic, Social and Professional integration

42. Discussion points • How can staff engagement/awareness be improved? • What resources, training/development are needed? • Accountability? • Effective quality assurance processes

43. Formal & informal extra-curricular activities support students and promote their engagement in Higher Education Ed Foster & Sarah Lawther Nottingham Trent University

44. Pilot study

46. What has helped you decide to stay at NTU? The people i live [with] and the friends i have made with are so lovely and i live so far away from them, i worried i'd never see them again. friends at uni Friends, seminar buddies my family and friends I have a lot of friends here My family and flatmates my friends and my family after discussion have made some great friends

47. Perhaps what makes students leave isn’t what makes students stay

48. Why? The question, ‘How is it that students persist?’, “…bears upon the question about non-completion, but is far from being the same question expressed in a different way. It is rather a different order of question” (Barnett, 2007, p2)

49. Hygiene factor? (Herzberg) • What motivates people to work (motivator factors) isn’t the same as that which makes people dissatisfied with work (hygiene factors) • Are ‘course related factors’ as identified by students hygiene factors? • Are they are expected to be there and so in themselves are not enough to motivate students to stay?

50. Although my course is satisfactory enough, I don't LOVE it. I think my good friends in halls/good friends in my seminar group/social life have kept me here. I have found that the workload at times is too much to cope with, not the difficulty but the volume. Also i really dont like some of my tutors/lecturers, they should be more supportive and encouraging. It has been the social side of it that has kept me here