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HEFCE definition: “denotes activities to recruit students from the groups that HEI’s have identified as under-represente

Widening Participation. HEFCE definition: “denotes activities to recruit students from the groups that HEI’s have identified as under-represented and then to ensure their success”. Improving Retention of Students from Lower Socio-economic Groups Mantz Yorke and Liz Thomas

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HEFCE definition: “denotes activities to recruit students from the groups that HEI’s have identified as under-represente

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  1. Widening Participation HEFCE definition: “denotes activities to recruit students from the groups that HEI’s have identified as under-represented and then to ensure their success” Improving Retention of Students from Lower Socio-economic Groups Mantz Yorke and Liz Thomas Journal of Higher Education Policy and Management Vol. 25 No. 1 May 2003

  2. HEFCE survey data for 98-99 was analysed in relation to: • Benchmarks for completion • Demographic variables: Why are some Higher Education Institutions more effective at supporting under-represented students to succeed in HE? • young entrants from state schools; • young entrants from working class backgrounds; • young entrants from neighbourhoods with low participation rates; and • mature students with no family experience of HE and from low participation neighbourhoods

  3. 28 13 7 6 Better than bm for the 4 demographic vars Exceeded bm in relation to state schs Exceeded bm on at least 1 of the other 3 demographic vars Better than benchmark (bm) Performance of HE institutions

  4. Seven topic areas have been identified as influencing student retention in HE Academic preparedness The academic experience – teaching, learning, assessment Institutional expectations and commitment The academic and social match Finance and employment Family support and commitments Institutional support systems

  5. Findings • A student centred approach • Students came quickly to be known as individuals • Pre-entry and early management with students • Involved with outreach work • Providing information between application and enrolment • Use of students (in highly visible t-shirts) to welcome students • Introduction of a ‘year zero’ course in some subjects at a local FE college

  6. Findings • Curriculum related matters • Tailored to meet the needs of new students • Induction – v. important and usually extended beyond a week • Prioritising resource allocations in 1st year • Integrated key skills into ’mainstream’ subject modules • Employment/careers modules • Teaching and learning more interactive and social • Assessment in the early stages of the programme • Failing students – summer schools without the need to ‘trail fails’ • Personal tutor systems

  7. Findings • Student finance and related issues • Staff development and research • Need for staff development to support the WP agenda and facilitate changes in teaching and learning practices for the needs of a more diverse student cohort

  8. Conclusions • an institutional climate that is supportive to student development; • an emphasis on support leading up to, and during, the first year of study; • an emphasis on formative assessment in the early phase of programmes; • recognition of the importance of the social dimension in learning activities; and • recognition that the pattern of students’ engagement in HE is changing.

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