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Sue Purnell Kirsty Hooper University of Liverpool

So long, Auf Weidershen, Adios : Issues in the retention of commuter Students in Language and Area Studies. Sue Purnell Kirsty Hooper University of Liverpool. Outline. Context Profile Research project Transition Cycle Action Results Discussion Next steps. Context.

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Sue Purnell Kirsty Hooper University of Liverpool

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  1. So long, Auf Weidershen, Adios: Issues in the retention of commuter Students in Language and Area Studies Sue Purnell Kirsty Hooper University of Liverpool

  2. Outline • Context • Profile • Research project • Transition Cycle • Action • Results • Discussion • Next steps

  3. Context • University of Liverpool –A Russell Group University • School of Languages, Culture and Area Studies (SOCLAS) • Relatively high attrition in a University with good retention stats

  4. Who are they, ‘los desaparecidos’? • Almost 30% attrition: • High % of ‘local’ students –Liverpool and the North West • Commuter students are over- represented. They are also often • First in family • Mature (21+) • Coming in through Widening Participation • Many enrolled in Joint Honours

  5. Research project • We want to know: • Why is this happening? • Who are the most at risk? • Where in the transition cycle are the major problems? • Action research project in the first year Hispanic Studies programme, with guidance /advice from Ed Dev

  6. The Transition Cycle Preparation Phases 1 & 5 Promises Information Expectations CONTEXT Encounter Phase 2 Academic Induction Social Orientation Clarity of Purpose Stabilisation Phase 4 Engagement Belonging Academic competence The Student & The University Adjustment Phase 3 Learning Communities Time on Task Assessment (Purnell, 2002)

  7. Action Research: First Steps • Discussion with staff/students • Issues identified that might be leading to attrition • Changes to 2007-08 induction • On-line Questionnaire (Nov 2007) • All first year Hispanic Studies students • Analysis continues

  8. Questionnaire Results-48 respondents in total General • 55% living in Halls of Residence, 37% at home , 8% in a flat • 25% did NOT have a clear idea of what they would be studying, even after induction • 29.4% did not know who to talk to if things were not clear • 14.3% did not feel the assignment expectations were made clear • 29.4% had considered giving up their studies Those who had considered leaving (10/48) • 30% live at home • 50% came to Liverpool because it was close to home • 50/50 split – those who felt they had a clear idea of what to expect, and those who didn’t

  9. Questionnaire Results Those who had considered leaving (continued) • 90% felt their questions had been answered at induction BUT • 30% still didn’t have a clear idea of the progress of the degree. • 66.7% did not feel they had got to know others during induction • How had their studies had gone? • 44.4% had done better than expected • 22% as expected • 33.3% worse than expected • 90% felt assignment requirements were clear, • 75% now feel they have made friends • 40% had not met with their personal tutor

  10. Discussion • Changes in the school curriculum • Widening participation –lack of targeted support • Expectation mismatch • Challenges of being a ‘commuter student’ • The role of induction in both social and academic integration

  11. Next Steps • More small group seminars • Re-allocation of staff responsibilities: Year tutors, Mature students’ adviser • Improvements to communication and timetabling • Increased monitoring of attendance, and follow up of non-attenders • On going improvements to induction • Follow-up surveys • Drop out rate so far in 2007-08: 15%

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