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Enhancing Student Retention: A Comprehensive Approach at University of Ulster

Discover the multi-faceted strategy implemented to promote student success and retention at the University of Ulster, focusing on research, leadership, policies, and impact assessment. Learn about the results achieved and the transformation in staff perspectives towards student needs and engagement. For more information, contact c.carter@ulster.ac.uk.

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Enhancing Student Retention: A Comprehensive Approach at University of Ulster

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  1. A multi-faceted approach to promoting student retention and success Clare Carter Student Transition Adviser University of Ulster

  2. University of Ulster • ‘professional education for professional life’ • 4 campuses • In top 10 in UK for widening participation • 16,000 full-time undergraduate students • 4,000 part-time undergraduate students

  3. What Works?

  4. First Steps • Research • Questionnaires • Increased scrutiny of internal figures

  5. Results • Confirmed high non-continuation, particularly in some subject areas BUT • Could not identify ‘at risk’ students THEREFORE • Enhance for all students

  6. Risky behaviours • Non-attendance • Non-submission of work • Living in particular areas during term-time

  7. Leadership • PVC (Teaching and Learning) • Internal audit of retention – implemented by Council and done by KPMG

  8. Sticks (?)

  9. Policies • Transition Policy • Covers all years/transitions but most focussed on pre-entry/1st year • 1st year teaching guidelines/policy • Small-group teaching for all • Attendance monitoring and follow-up

  10. Scrutiny of internal figures • 1st year non-continuation and progression figures • After Semester 1 • After June exam boards • Year end • 1 and 3 – paper reports to Senate, 2 – face to face PVC and Deans • ‘naughty’ list of modules

  11. Faculty targets • 5-year progressive targets to reduce non-continuation to average for subject and entry grades

  12. Retention Working Group • Faculty Teaching and Learning Coordinators • Chaired by PVC • Faculty action plans

  13. Carrots (?)

  14. Someone to explain figures - ‘deliverer of bad news’ • Someone to advise on measures likely to impact specific problems • Booklets – how to access useful information: • Managing your Module, given to all new staff • Managing your Course, for Course Directors

  15. PGCHEP • Redesigned at revalidation • Student-centred learning • Enhancing learning

  16. Student-centred learning • Who are our learners? • Understanding the pre-entry experience and its implications for student transition • Assessment for learning • Planning for learning • Supporting, retaining and progressing students

  17. Impact • ? • Non-continuation is declining • Progression on schedule to Year 2 is improving • Students failing fewer modules at first sit • Understanding of interpretation of figures and possible resulting action has improved • This has become issue for all staff, not just Senior Management

  18. Staff feedback • ‘now I understand that it’s not all the student’s fault’ • ‘I am more aware of the varied needs of students and have introduced a wider range of teaching styles, activities and opportunities …. Students are more engaged, the pace changes throughout with more activities. I do more small group work which has improved group dynamics and improved communication ensures that students understand what they are doing and why I have set certain tasks.’

  19. Questions? • c.carter@ulster.ac.uk

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