From Flying Start to Fresh Start: towards an holistic institutional retention strategy?

1. From Flying Start to Fresh Start: towards an holistic institutional retention strategy? Mike Abramson University of Central Lancashire, Preston. UK April 2006

2. Presentation aims…… • Examine the strategic principles underpinning the UCLan retention strategy • Explore some key retention initiatives and their success • Assess whether a genuinely holistic strategy has emerged and assess its success • Stimulate debate and share best practice

3. Context 1. • 1995-2000. Rapid growth in undergraduate numbers • Students from ever more diverse academic backgrounds and learning environments, and not prepared for independent/autonomous learning • Significant dependency on Clearing to recruit to HEFCE targets • Inevitable increase in ‘at risk’ students and non-completion and failure rates

4. Context 2. • Attrition rates 1999-2000 (26%). Advanced GNVQ entry (38%) 2000-2001 (28%) 2001-2002 26%) • HEFCE Benchmark (18%) • Response: Retention moves to the top of the Senior Management agenda, led by Pro VC (Academic), and a new retention strategy begins to emerge.

5. Formulating the strategy • Working parties at all levels and papers to Academic Board • Local retention initiatives (deemed successful) made University-wide and funded centrally • AimHigher action research projects • University Medium Term Strategy 2003-2006 formulated focusing on: Reputation, Recruitment, Retention, Region • University Retention Strategy (2003-2006) formulated

6. Strategic Principles • Evidence-based, to identify patterns and assess the success of initiatives • Transparent and affordable resource strategy to support retention initiatives • Recognition of the diversity of Faculties, departments and campuses to allow development of locally relevant initiatives (within the corporate framework) • Full transparency in the determination of success (or otherwise) of initiatives • The need to recognise and reward success and share good practice

7. 1. Flying Start Bridging Project • Began in 1999 as a small summer school retention project centred on GNVQ entrants (high risk) • In 2002 expanded to all students who have accepted a conditional/unconditional offer • Now attracts 800+ students to one of four 4-day summer schools • Free accommodation, food and social programme • Comparative longitudinal cohort analysis reveals a very positive impact on conversion and retention

8. Flying Start Bridging Project • Uses paid student mentors who have experienced Flying Start themselves • The summer schools focus on: - easing the transition between very different learning environments - ensuring students know what is expected of them in HE - introducing them to academic conventions and key independent learning skills - providing a social programme which ensures they make early friends (simple, but very important)

9. Impact on conversion..

10. Impact on retention…

11. 2. Parents for Progression • Initially a ‘spin off’ from Flying Start which invited the parents of students who had accepted a FS place to one of four 1-day Saturday seminars • Aims: - to enable parents to offer their children practical guidance and support upon embarking on their 1st year - to provide a forum for parents to air concerns with other parents - to test the impact of parental engagement with UCLan on the retention of their children

12. Parents by socio-occupational class • Managers and senoir officials • Professional occupations • Associate professional and technical occupations • Admin. And secretarial occupations • Skilled trade occupations

14. Presentations on financial implications • Presentation on support structures • Discuss own role in supporting son/daughter at UCLan • Talk to existing 1st year students

15. Parents for Progression • No significant extra impact on student retention. But.. • Excellent source of market intelligence and relationship marketing • Positive impact on recruitment and conversion “ Having been to other universities I feel Preston has been a breath of fresh air…very reassuring, warm and friendly” “ We considered Leeds and Sheffield. However, the deciding factor was definitely the organisational skills and support of Preston from our and our daughter’s perspective.” • So, to be piloted University-wide in 2006

16. 3. M&M Mentoring Scheme • Introduced in 2002-03 to enhance the experience of new students and aid retention • New student mentees matched with 2nd, 3rd and PG volunteer mentors, normally from the same course • New students can self refer or be referred by academic and support staff • Enhances the sense of “university citizenship” for both mentees and mentors • Huge growth since 2002 and very positive impact on retention

17. M& M Impact on Retention 2002-03 2003-04 2004-05 Mentees 52 54 285 recruited Mentees 51 52 281 retained 2005-06 (as of 23.01.06), 661 mentees recruited/657 retained

18. 4. Walk-in Study Enhancement through Review (WISER) Since 2002, a new central service offering students: • Drop-in 1:1 study skill support • Scheduled study skill workshops • Study skill elective modules • Planned WebCT, Breeze and blended learning Significant growth since 2002 (88% increase in 1:1s in 2004-2005) but impact on retention yet to be determined.

19. 5. Fresh Start • Since January 2003, an independent central service which aims to re-integrate withdrawn, failed and non-returning students back into the University • Provides “ a safe, supportive and non-judgemental environment to facilitate the exploration of the individual’s needs” • Aims to re-start without stigma • Does not make unilateral decisions, but works in liaison with Admission Tutors and Course Leaders

20. 5. Fresh Start • Too soon for a solid assessment of success, but early indications are good • In 2004-2005 130 Fresh Start Students re-enrolled. Of these, 14 have withdrawn and 4 have intercalated • The best returner rate came from students who had previously withdrawn

21. 6. New Service Level Agreements • Introduced (imposed) University-wide in September 2005 after listening to student concerns • Aims to enhance and formalise minimum academic service standards for students • Key aspects, including student responsibilities, outlined in ‘The Card’ given to all students at enrolment • HoDs required to give regular updates of implementation and progress • Impact on retention not yet known

22. “ The Card” 1. Academic staff We aim to: • Start and end all classes on time • Give you one week’s notice of changes to your classes • Give you feedback on assessed work within 15 working days • Give you clear, legible and informative feedback on your work • Be available for timed appointments • Treat you with respect at all times • Support you in your preparation for the workplace

23. “The Card” 2. Students You will get the best out of your time at UCLan if you are committed to: • Preparing for classes and attending punctually • Completing your work to the best of your ability and submitting it on time • Not committing plagiarism • Keeping up to date with course information through UCLan email and other channels • Making appropriate use of teaching staff’s time • Taking responsibility for your Personal Development Planning and skills development • Treating staff, fellow student and neighbours in the local community with respect at all times

24. Has the Retention Strategy been successful? HEFCE UCLan benchmark = 18% National average = 14.5%

25. Is it an holistic strategy? • Certainly has breadth (pre-sessional, sessional, and post-sessional) • Also, local initiatives are now University-wide, and some are very successful • But…how much is merely remedial? • And..does it have enough depth? How much “organic penetration” into every course and subject?

26. A genuinely holistic strategy needs to focus on transition • A deeper transitional relationship with feeder schools and colleges • A university-wide Year 1 curriculum designed for transition • More Year 1 class contact • The very best teachers to focus on Year 1 teaching • Early bite-sized formative assessment and feedback, with supporting action where required • A Personal Tutor system that really works

27. Fresh Start

28. Fresh Start