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Staying the course: The retention of students in higher education

Staying the course: The retention of students in higher education. Jonathan Mackay Audit Principal. Structure of the presentation. About the NAO and the Public Accounts Committee About the study: methods, findings, conclusions

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Staying the course: The retention of students in higher education

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  1. Staying the course:The retention of students in higher education Jonathan Mackay Audit Principal

  2. Structure of the presentation • About the NAO and the Public Accounts Committee • About the study: methods, findings, conclusions • How our recommendations and those of the Public Accounts Committee can be used to develop a strategy towards student retention

  3. The NAO • Provides independent information, assurance and advice to Parliament on the use of public resources • Helps promote better financial management and value for money • Headed by Comptroller and Auditor General

  4. The accountability process Government requests and Parliament grant funds C&AG examines spending and reports to Parliament Government Response PAC session and report

  5. Why a study on retention? • Follow up 2002 NAO and PAC reports • PSA target: ‘to bear down upon non-completion’ • Financial/social returns to higher education • Funding from HEFCE and spending by HEIs

  6. The study involved • Visits to 12 institutions • Analysis of student data • Interviews with early leavers • Consultations with officials and other experts • Comparisons with overseas higher education systems

  7. Our overall conclusion ’Compared internationally, higher education in England achieves high levels of student retention. For the sector to improve even marginally on that level of performance while, at the same time, opening up higher education to both increased numbers and greater diversity is a big challenge. The improvements so far are a good achievement.’

  8. We also noted: • Marginal improvement in overall retention since previous report • Increasing pressure as participation widens • Still a wide range in HEIs’ performance, with retention decreasing in a minority of institutions • Some groups of students more vulnerable to not continuing, e.g. part-time students

  9. Trends in retention, 1999-2005 Note: Full-time, first degree students only Source: HESA/HEFCE

  10. Continuation in individual institutions 2004-05 Note: Full-time, first degree students only, 2004-05 entry Source: NAO analysis of HESA student data

  11. HEIs’ progress on retention Note: Full-time, first degree students only Source: NAO analysis of HESA student data

  12. Retention in different HEI groups Note: Full-time, first degree students only, 2004-05 entry Source: NAO analysis of HESA student data

  13. Retention strategy: which students are less likely to continue? • Those with lower prior qualifications • Those taking STEM or MFL subjects • Men • 20 years old on entry compared with 18 years • Studying full time in a further education college (and registered at an HEI) • Studying part-time in an HEI

  14. Retention strategy: Outcomes for part-time students

  15. Retention Strategy: Continuations for students with disabilities Note: All undergraduates, 2004-05 entry Source: NAO analysis of HESA student data

  16. Rec 1: Review trends in retention and use findings to improve the student experience and develop strategies for learning and teachingRec 2: Underpin by monitoring retention at student faculty and course level • Integrate monitoring of retention into annual review of all faculties and subjects • Monitor cross-institution trends: parts of the institution, faculties, student groups • Include teaching and learning experience and expertise in the assessment of issues and possible actions • Review resources for students and teaching staff, e.g. guides to retention and the curriculum, advice to prospective students, guidance to staff on available resources • PAC Rec: HEIs need to understand the needs of their changing student populations. They should use techniques to identify teaching and support services that appropriately reflect student’s different backgrounds

  17. Rec 3: Use early leaver surveys where particular retention problems are indicated to improve understanding and identify what might have been done • Follow up on any issues from retention data and NSS, via qualitative research, focus groups and surveys • Analyse student early departures and follow-up action • Review how information collected can be used to develop strategies for the future • PAC Rec: The Funding Council, HESA and HEIs should develop a common standard and principles which define types of retention information that need to be collected and reported

  18. Rec 4: Ensure that student support (personal tutoring and pastoral care) is based on students’ potential for development rather than their deficits • Use personal development plans to focus on student development and enhancement • Seek to pick up areas for improvement early as part of development planning before they become an issue • Review staff development activities to emphasise those shown to increase students’ potential • Review the effectiveness of relevant processes, especially tutor systems • PAC Rec: HEIs should give personal tutoring a sufficiently high priority, with training and support for tutors and recognition in reward systems for academic staff

  19. Rec 5: Know whether students are eligible for Disabled Students Allowance, whether they are claiming it, and explore ways to support applications • Good monitoring of disability procedures and joint work between retention staff and disability support staff • Build up knowledge of who is likely to be eligible, and encourage greater disclosure by students • Build up knowledge of types of support that work best • Co-ordinate assistance to help students apply early and get support in place • Support tutors in understanding how they can help students identify possible support • PAC Rec: The Department should aim to make access straightforward and fair for all, and the Funding Council should follow up with HEIs if its forthcoming research indicates that eligible students are missing out on their entitlement to DSA

  20. Rec 6: Learn from other areas of the sector and share good practice • Conferences and less formal events to share knowledge • Seminars for staff to exchange ideas internally or with people from other institutions invited • Incorporating key knowledge into staff development and processes • Exchanges and peer review between HEIs, especially where circumstances are similar • PAC Rec: The Funding Council should systematically evaluation the cost-effectiveness and impact of initiatives that it has directly funded, and should provide advice to HEIs on how best to assess the costs and outcomes of local initiatives. It should encourage HEIs with better retention to share good practice with those that are less successful.

  21. Thank you Contact: jonathan.mackay@nao.gsi.gov.uk

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