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Building student engagement and belonging in Higher Education at a time of change D ublin Institute of Technology, 22 February 2013. Professor Liz Thomas, Higher Education Academy & Edge Hill University, UK. Overview and objectives.
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Building student engagement and belonging in Higher Education at a time of changeDublin Institute of Technology, 22 February 2013 • Professor Liz Thomas, Higher Education Academy & Edge Hill University, UK
Overview and objectives • To consider student non-continuation and completion in the UK. • To examine the key factors that impact on undergraduate student retention and success in HE. • To consider the importance of student engagement in retaining students. • To highlight practical examples of effective induction, active learning and teaching and co-curricular activities to improve retention and success. • Informed by What works? Student retention and success programme. (HEFCE/Paul Hamlyn Foundation)
Retention: non-continuation and completion • Continuation rate: proportion of an institution’s intake which is enrolled in HE in the year following their first entry to HE. • The average non-continuation rate was 8.4% for entrants to English higher education institutions in 2009-10; • Non-continuation rates varied between English institutions between 1.2% and 21.4% in 2009-10; • Completion rate: proportion of starters in a year who continue their studies until they obtain their qualification, with no more than one consecutive year out of higher education. • The average completion rate for students entering institutions in England in 2009-10 was projected to be 78.4%; • Completion rates were projected to vary between institutions between 53.8% and 97.2% in 2009-10.
Thinking about leaving HE • What percentage of students think about leaving HE? • Between 33% (1/3) and 42% (2/5) of students think about withdrawing from HE. • Why do students think about leaving HE? • Most students having more than one reason. Top three reasons: • Academic issues. • Feelings of isolation and/or not fitting in. • Concern about achieving future aspirations. • When are students most likely to consider leaving? • After Christmas. • During the first semester.
What works? Student retention and success programme • NAO (2007) and PAC (2008): Lack of progress and lack of evidence about what works. • £1 million (Paul Hamlyn Foundation and HEFCE) to support 7 projects involving 22 HEIs to identify, evaluate and disseminate effective practice. • The primary purpose of the programme is to generate robust, evidence-based analysis and evaluation about the most effective practices to ensure high continuation and completion rates.
Key messages • The key message from the programme is the centrality of students having a strong sense of belonging in HE; this is most effectively nurtured in the academic sphere. • This puts high quality student-centred learning and teaching at the heart of effective student retention and success.
Key messages • Student belonging is an outcome of: • Supportive peer relations. • Meaningful interaction between staff and students. • Developing knowledge, confidence and identity as successful HE learners. • An HE experience which is relevant to interests and future goals.
Institutional management and co-ordination Student capacity building Staff capacity building Early engagement extends into HE and beyond 8
Implementation: Characteristics of effective interventions and approaches 9
Small group activity: Student stories • Find a person or people near you with the same student story. • Read the student story. • Discuss and make a note of the reasons why this student left or thought about leaving higher education. 11
Effective practice • Three types of intervention • Induction • Active learning and teaching • Co-curricular activities
Mature students study skills summer school, Social Sciences “...I felt much more able when I realised ‘we all were learning this’ and I wasn’t the only one, and I now had people to share this with and keep me going [...] and they did when I needed it.” “…make friends, it’s not what I came here to do and didn’t really want to, but it was kind of part of the [weekly] work... I kind of had to... and, I wouldn’t be here if I hadn’t.” “we’ve kept each other going and it’s all from the very start, from the lunch. Knowing we’d be in [the same] classes together brought us together. We said ‘we can help each other’ and that’s what we did, and we’re all mates and y’know have a coffee and a chat, about Uni and about, well...” Mature students, University of Hull
Local field trip, Tourism • Local students felt isolated and that students in accommodation were better integrated: “It’s mostly all the halls, like everyone staying in halls and then local people” . • Students felt that the field trip “strengthens the whole group on a social basis” and this in turn “created a positive environment within the class” . • “I met people during the day yeah. We did a little run around the city, getting into different things. I thought it was a bit tedious, but now when I actually look back it was just getting people to familiarise themselves with the city which was quite clever.” • “I feel more part of the group than before, which makes my course easier because I can ask anyone in my course if I’ve got any difficulties.” 19
T-shirt induction activity, Chemical Engineering and Advanced Materials 20
T-shirt induction activity, CEAM • “....it kind of makes....you don’t just feel like one individual person on a course, it is kind of like you are in a conglomerate of people kind of thing...I think it does definitely make you feel part of the group or part of something within the year group rather than just one lone person.” • “First year is bad because you don’t know anyone....if you don’t set up the design group you have got to make friends, where are you going to make friends kind of thing.....well you wouldn’t usually.....and if it was all individual work. You have to stick around to do the work and obviously if it is group work you are forced to meet people....”. • “…I think if you are part of the kind of group then if, if you are going to drop out then.... or if you are struggling academically then you have got people there to support you as well”. 22
Problem-based learning in groups, Psychology “I made [friends] through my seminars, really. I got four really good friends, and I’ve just clicked with them straight away, and then we sit together in lectures and stuff. And now I’m working on this project with them and we’ve been meeting up outside of Uni and stuff.” “[...]I like that you can work together and somebody can bring a piece of information that you’ve never heard of, and you can bring something that somebody else has never heard of, and then you can swap them and find out how they found it and what’s in the research. I like that.”
Group learning, Mechanical and Systems Engineering “In the first hour... you were sat in the introductory lecture thinking ‘I don’t know anyone’, ‘how am I going to make friends?’ and they said ‘we are going to put you in these teams’ and instantly there was... straight away there was like 10 or 11 other people you knew straight away”. “...if I am stuck with anything and they are just good support...it works both ways too [...] and if you have people straight from the beginning that you can bounce stuff off...that helps, because you don’t always need to go to the lecturer and try and find them”.
PASS: Personal and Academic Support System, life sciences [We] learn how others are feeling about the course and how they are getting on. The atmosphere is relaxed and friendly and that helps everyone have a voice, which is important for those who wouldn’t speak up in a lecture. Made me feel… that there were people to talk to if needed. I feel it is a great system to get to know your academic advisor and this makes me feel more involved in the Life Science department.
Fundraising, Childhood Studies • “…most of the students aren’t spending enough time at the University, they were coming in and going out and we want to encourage more social integration and more of a sense of community.” (Staff) • “They really do try and get you to do it. They do lots to get people involved. The lecturer who runs it stops you and questions us on why you’re not doing it.” (Mature student) • “Because of the relationship between the 2nd year students and the 3rd year students we see the 3rd year students preparing students for their transitions into their final year, especially making them aware of the expectations and how to manage their time.” (Staff) • “Sense of belonging has been increased and you can develop a better relationship with teachers as well as other students. It also shows that we generally care about children and that is why we do the Childhood Studies course.” (Student)
Peer mentoring My Peer Guide made sure I was comfortable from the moment my parents left. He made us feel as if we fitted in with the students of the 2nd and 3rd years. She was very helpful when asked questions and thorough with the personal advice given. My Peer Guide helped people through all year and helped point us in the right direction whenever we needed her. The peer guides talked to us about the modules, helping us decide … they were like, “Well do you want exams or do you want like assignments to do?” And if we said that, “Well like I’ll do this one because …” they helped us choose. And also they told us which lecturers are nice and stuff like that.
Group activity • Discuss interventions or approaches that you are familiar with that would have helped the student you discussed earlier. • Be prepared to feedback to the group one intervention that might have helped and why. 40
Strategic implications Institutional commitment demonstrated through leadership and institutional documents. A priority for all staff; all staff responsible for R&S. Staff capacity: through accountability,recognition, support and development and reward. Student capacity: through clear expectations, purpose and value; development of skills; and providing opportunities. High quality data to monitor curriculum performance. Monitor student behaviour. Partnership with students and staff.
Thank you Contact details: Liz.Thomas@heacademy.ac.uk What works? Reports and compendium of effective practice http://www.heacademy.ac.uk/what-works-retention Change programme http://www.heacademy.ac.uk/resources/detail/change/SRS_12-13/SRS_Call Other HEA retention and success resources http://www.heacademy.ac.uk/retention-and-success
