Presentation on theme: "‘Institutional Retention Strategies’ Professor Alison Halstead Dean of Learning and Teaching and CETL Director."— Presentation transcript:
‘Institutional Retention Strategies’ Professor Alison Halstead Dean of Learning and Teaching and CETL Director
International Retention OECD (2000) Education at a Glance. CountryRetention JAPAN89% UK82% GERMANY72% USA63% FRANCE55%
Vincent Tinto USA retention According to Tinto (1982), retention rates in USA HE have averaged a steady 55% over the last century despite huge changes in participation rates and other major aspects of HE. Barefoot (2003) “For over a decade in the US, the overall retention rate from first to second year has remained steady at almost 60 %.”
What can retention theory tell us?
Tinto’s retention model (1975) I TO GO OR STAY? ‘Dropout from Higher Education:A theoretical Synthesis of recent research’ Review of Educational Research vol.45,pp Goal Commitment Institutional Commitment Academic Integration Social Integration Learning Environment Family Background Characteristics Qualifications Experience
Aston’s Retention I-E-O model
"Seven Principles for Good Practice in Undergraduate Education" (Chickering & Gamson, 1987) 1.Encourages Contact between Students and Faculty 2.Develops Reciprocity and Cooperation among Students 3.Encourages Active Learning 4.Gives Prompt Feedback 5.Emphasizes Time on Task 6.Communicates High Expectations 7.Respects diverse talents and ways of learning
Significant factors - Yorke & Ozga (1997) incompatibility between the student and the course / institution lack of preparation for the HE experience lack of commitment to the course financial hardship poor academic progress
New Zealand 2002 Impact of Student Support Services and Academic Development Programmes on Student Outcomes in Undergraduate Tertiary Study: A Synthesis of the Research Report to the Ministry of Education T. Prebble, H. Hargraves, L. Leach, K. Naidoo, G. Suddaby and N. Zepke Massey University College of Education
In 2001 established a Retention Task Force Retention 87%
Student Profile 66% Over 2134% Under 21 First Generation Learners
University of Wolverhampton 22,000 66% mature State School 99% Low Participation Neighbourhood 26% NS-SEC % 27% ethnic minority Live at home 85% 11% non continuation
What about a strategy? Embedded in L and T strategy 1 st in nd in 1999
Learning and Teaching Strategies : Growing a Learning Community The aim of this strategy was ‘to develop the quality, relevance and efficiency of our learning and teaching methods so as to enhance the educational experience of students across the whole institution’. Staff – methods of learning and teaching Technology supported learning
Learning and Teaching Strategy : Managing the Learning Environment aim: ‘to develop the quality, relevance, effectiveness and efficiency of our learning environment, so as to enhance the educational experience of students across the whole institution’. Staff Technology supported learning Students
Objective To develop strategies for improving student retention and progression –Raised profile across the university –Generated so much activity, pre- entry,induction, within the curriculum and support services –One stop advice centres, student buddies, mentors, formative assessment etc etc
Targets each School to have completed analysis of current retention projects and statistical analysis of retention figures -each School to have a retention strategy -student wastage to be no more than 10% -University to perform at the HEFCE benchmark on retention -University to perform at 1% better than the HEFCE benchmarks on retention
Challenge of retention Driven technological innovation –VLE, ePortfolio, SMS texting and podcasting Success at level 1 resulted in the £4.85 million CETL Highest University priority along with the Learning Environment.
Staff PG Certificate – Re-accreditation Learning and Teaching Research Network Expansion of Teacher of the Year National Teaching Fellowships
Technology Supported Learning WOLF success 20,000 different users –Interactivity, collaborative learning and discussions, web quests etc ePortfolio developed for PDP - creating independent and reflective learners CAA formative and summative Sharpen up your skills with e-mentors
Student Support Personal, Academic, Careers and Employability expansion into eportfolio Teesside and Wolverhampton FYE JISC regional eportfolio, UCAS, SMS texting with partners Centre for Excellence in Teaching and Learning – Enabling achievement in a diverse student body – 10 PhD’s and staff secondments.
Enabling Achievement in a Diverse Student Body University of Wolverhampton
Use of new technologies/Outputs of CETL
CETL strengthened the staff research element of the strategy
Learning and Teaching Strategy : Managing the Learning Environment Students Research Staff Technology supported learning It is therefore proposed that a section of our Learning and Teaching strategy should concentrate on the development of student learning within a ‘research-informed environment’.
Raising confidence and self esteem through dialogue and collaborative learning Eportfolio Trainee teachers Sharing issues and concerns Moved Tutor to student led within the fisrt year Group self sustaining in year 2. Julie Hughes - Education NTFS 2005 Rising Star
Writing for Academic Success Jackie Peiterick 300 level 1 Humanities students 92% plus over five years. Guided work Formative feedback Peer mentoring and feedback Developmental approach Input to University wide ‘Sharpen your skills website – being developed into blended learning version.
Alison Halstead Eleanor Cohn Ken OliverMatt Bates Applied Sciences (98% retention) – Tracking, Monitoring, Intervention, Smartcards and SMS.
Has any of this made a difference? Performance indicators? –recognised as one of the leading WP institutions Benchmarks – met our benchmark 10.7 (03/04) Where are the challenges ?
Where does all this leave the 2006 –2010 strategy?
Learning and Teaching Strategy : Embedding and Employability “to embed the quality, relevance, effectiveness and efficiency of our learning environment into the mainstream processes and procedures of university planning and implementation, so as to enhance the educational experience and employability of our students” TSL Research STAFF STUDENTS PGCERT MA Doctorate Embedded skills S2S Mentoring
Two strategic priorities STAFF To enable our staff to develop their learning and teaching expertise in order to enhance the student learning experience STUDENTS To enable all our diverse students to deepen knowledge and understanding, and develop skills and personal attributes which will enrich their lives and enhance their achievement and employability.
On going priorities for Wolverhampton Start earlier – Podcasts on how to enrol, use the Virtual Learning Environment and the ePortfolio Startright – Welcome week and academic induction Tracking, monitoring and intervention Early formative assessment High quality timely feedback Peer mentoring, buddies and sharpen up your skills website
Under consideration Complete overhaul of first year Hand selected teaching teams High level of face2face Embedded and transferable skills taught through the subject Peer mentoring Just formative assessment with a pass/ fail first year boundary
Conclusion Theory understood Participation has been widened significantly Highest strategic priority Issues for us –Buy in by all staff –Joined up internal strategies –Keeping information clear, simple & timely Challenge of to-morrows students!