Engaging a diverse student population to improve the higher education experience and outcomes

Overview and objectives  Engagement and belonging: Overview of the findings from the What works? Student retention and success programme, including practical examples  Partnerships: between academic and professional service staff to enhance the student experience  Looking back: the barriers to engagement and belonging for your students and ways in which you have improved student engagement and belonging  Looking forward: working collaboratively to provide a more inclusive and internationalised curriculum to promote engagement and belonging  Next steps.  Engagement and belonging: Overview of the findings from the What works? Student retention and success programme, including practical examples  Partnerships: between academic and professional service staff to enhance the student experience  Looking back: the barriers to engagement and belonging for your students and ways in which you have improved student engagement and belonging  Looking forward: working collaboratively to provide a more inclusive and internationalised curriculum to promote engagement and belonging  Next steps.

Evidence base/references  Andrews, J. et al Compendium of effective practice in higher education: Volume 2. York: HEA lume_two lume_two  Crosling, G., Thomas, L. and Heagney, M. (2008) Improving student retention in Higher Education. The role of teaching and learning. London and New York: RoutledgeFalmer  Thomas, L. (2012) Building student engagement and belonging at a time of change in higher education. London: Paul Hamlyn Foundation  Woodfield, R. and Thomas, L (2012) Male Student Experience in Higher Education: Gender and the use of academic and pastoral support services in UK higher education. London: ECU  Andrews, J. et al Compendium of effective practice in higher education: Volume 2. York: HEA lume_two lume_two  Crosling, G., Thomas, L. and Heagney, M. (2008) Improving student retention in Higher Education. The role of teaching and learning. London and New York: RoutledgeFalmer  Thomas, L. (2012) Building student engagement and belonging at a time of change in higher education. London: Paul Hamlyn Foundation  Woodfield, R. and Thomas, L (2012) Male Student Experience in Higher Education: Gender and the use of academic and pastoral support services in UK higher education. London: ECU

What works? Student retention and success  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.  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.  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.

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.  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.

7 7 Academic ServiceSocial Early engagement extends into HE and beyond Student capacity building Institutional management and co-ordination Staff capacity building

Characteristics of effective interventions and approaches 8 Belonging MainstreamProactiveRelevant Well timed & appropriate media Collabor- ative Monitored

What works process Implement -ation (activity) Engageme nt (level 1 outcomes) Belonging (level 2 outcome) Retention and success (impact) Strategic enablers

Practical examples

ImplementationFun, semi-structured approach to group formation during induction in engineering MainstreamActivity takes place as part of academic induction for all level 1 students. ProactiveAll students participate. RelevantIt is led by senior lecturer as part of the course. Groups then undertake projects. Well-timed & appropriate media During first week. Emphasis is on forming groups rather than providing information. CollaborativePromotes peer interaction and group working. Structured to promote mixing. Monitored*Qualitative feedback and review of data. Are non-participants followed up? T-shirt induction activity

T-shirt induction OutcomesSurveys and focus groups with students and analysis of institutional data Peer relationsGroups continued to work and socialise together one year later (58%) Interaction with staff* Opportunity to get to know a key member of staff. Developing capacity Students help each other (44% reported receiving help) Relevant to current/future goals* Group working in the curriculum, and relevant to engineering employment. Sense of belongingCreated a belonging always or mostly (81%) Retention & success Better retention rates year on year (85-94%) & compared to other engineering schools.

Student voices  “....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”.  “....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”.

ImplementationUsing web, , discussion forums for student-centred, international activities. MainstreamActivity takes place as part of academic programme ProactiveAll students participate; its assessed. RelevantPart of academic programme, group work to explore international perspectives. Well-timed & appropriate media All students participate using IT tools, so levelling. CollaborativePromotes peer interaction and group working, values alternative perspectives. MonitoredMonitored by the lecturer, who can intervene. Inclusive internationalisation

Internationalisation OutcomesNot formally evaluated; staff perspectives. See Leask in Crosling et al 2008 Peer relationsPromoted group working Interaction with staff Staff were able to view all the interactions and adapt task to meeting learning needs. Developing capacity Students had to work together Relevant to current/future goals Developed a range of study, employability and internationalising skills in professional context Sense of belonging* Retention & success*

Partnership working

Students awareness of professional services  The majority of the students responding to the survey reported that they were aware of the following services: financial support; careers and employment; counselling; study skills as part of timetabled sessions; study skills beyond timetabled sessions; IT support and skills; library services; and students’ union-based services.  The majority were not aware of: money advice; disability services; services supporting religion or belief; advisors and wellbeing services; student mentoring.  Focus groups revealed understanding could be quite vague or serendipitous.  The majority of the students responding to the survey reported that they were aware of the following services: financial support; careers and employment; counselling; study skills as part of timetabled sessions; study skills beyond timetabled sessions; IT support and skills; library services; and students’ union-based services.  The majority were not aware of: money advice; disability services; services supporting religion or belief; advisors and wellbeing services; student mentoring.  Focus groups revealed understanding could be quite vague or serendipitous.

18 Students’ awareness of services “Induction week was a waste of time, I heard it was crap, and I’d got better things to do with my time basically”. (Male student). “I was quite surprised today with people like mentioning counselling and stuff. I don’t think it’s very well advertised. I had no idea about any of that, no idea at all”. (Female student). “I missed Freshers’ Week, lots of pieces of paper with information, but [service availability] should be there, it should be reinforced on notice-boards or whatever”. (Female student).

Retention Support Officers ImplementationRSO - or Student Support Officer - in each school, managed centrally. Academic/service bridge. MainstreamInitiated in one school, rolled out to all. ProactiveFollow up students not attending/missing assignments. RelevantStudent-centred. Locally owned and developed. Feedback to staff. Well-timed & appropriate media Available all the time. Some RSOs have developed on-line material. CollaborativeNon-intimidating and helps connect students to others in the university. MonitoredUsage and issues arising are reviewed.

RSOs OutcomesInstitutional data, feedback from students and staff and reflection by RSO team. Peer relationsRSOs help students get to know each other. Interaction with staffRSOs provide a bridge to academic and professional staff. Developing capacityHelps students to become effective learners. Relevant to current/future goals Directly relevant to becoming engaged and belonging to the institution. Sense of belongingStudent support officers indicate that the university cares. Retention & successWithdrawal rate improved from 21% to 10%.

Student and staff voices  “The Student Support Officer couldn’t have been more helpful. She helped me to find the information I needed and introduced me to some other students on the course, who I’m still friends with.” (Student).  “Many of our students who were poor attenders in the first few weeks, are now attending regularly. Also feedback from students is that they really appreciate having an approachable, friendly and helpful person who they can go to if they are having problems.” (Academic).  “The RSO is providing a vital role in our student engagement strategy, helping us direct students who need help to the right people.” (Assistant dean).  “The Student Support Officer couldn’t have been more helpful. She helped me to find the information I needed and introduced me to some other students on the course, who I’m still friends with.” (Student).  “Many of our students who were poor attenders in the first few weeks, are now attending regularly. Also feedback from students is that they really appreciate having an approachable, friendly and helpful person who they can go to if they are having problems.” (Academic).  “The RSO is providing a vital role in our student engagement strategy, helping us direct students who need help to the right people.” (Assistant dean).

Why are partnerships needed?  Engagement is more effective locally and if it has an explicit academic purpose.  All staff are responsible for nurturing a sense of belonging.  A significant proportion of staff (~40-50%) are not academic staff.  Their contribution is central to the student experience.  Students need to be involved in the process of change.  Students are willing to be involved in change, but programmes, departments etc need to provide the opportunities.  Engagement is more effective locally and if it has an explicit academic purpose.  All staff are responsible for nurturing a sense of belonging.  A significant proportion of staff (~40-50%) are not academic staff.  Their contribution is central to the student experience.  Students need to be involved in the process of change.  Students are willing to be involved in change, but programmes, departments etc need to provide the opportunities.

Looking back

Barriers to engagement and belonging of your students  Working with people on your table think about the barriers to engagement.  Think about what does or might make them feel like ‘outsiders’ or not belonging to this university in general, or their programme of study in particular.  Working with people on your table think about the barriers to engagement.  Think about what does or might make them feel like ‘outsiders’ or not belonging to this university in general, or their programme of study in particular.

Barriers to engagement and belonging of your students  Barriers to engagement.  Living arrangements  Language and cultural differences (e.g. alcohol)  Previous educational experiences  Makes them feel like ‘outsiders’ or not belonging to this university in general, or their programme of study in particular.  No friends  Curriculum contents  Unfamiliar teaching and assessment methods  Barriers to engagement.  Living arrangements  Language and cultural differences (e.g. alcohol)  Previous educational experiences  Makes them feel like ‘outsiders’ or not belonging to this university in general, or their programme of study in particular.  No friends  Curriculum contents  Unfamiliar teaching and assessment methods

Strategies to improve student engagement and belonging  On your table share activities or strategies have you used to help international students be engaged in their learning and feel like they belong.  Identify one example that you feel is particular effective.  On your table share activities or strategies have you used to help international students be engaged in their learning and feel like they belong.  Identify one example that you feel is particular effective.

Looking forward

Visioning activity  Think about how you could work collaboratively to implement an activity to improve the engagement and belonging of international students (e.g. on one programme or college).  What is the intervention? (Brief description).  Does it directly impact on students, or indirectly by working with staff?  Will it benefit all students, but particularly address the barriers international students face?  Is it located in the academic sphere and with an explicit academic purpose? Does it work collaboratively?  Use the principles of effective practice to review and revise your intervention.  Think about how you could work collaboratively to implement an activity to improve the engagement and belonging of international students (e.g. on one programme or college).  What is the intervention? (Brief description).  Does it directly impact on students, or indirectly by working with staff?  Will it benefit all students, but particularly address the barriers international students face?  Is it located in the academic sphere and with an explicit academic purpose? Does it work collaboratively?  Use the principles of effective practice to review and revise your intervention.

Next steps  Identify your next steps at the individual, collective and/or institutional levels.  Who else do you need to get involved to help turns your ideas into reality?  In what ways can you use the International Student Experience Community of Practice?  Identify your next steps at the individual, collective and/or institutional levels.  Who else do you need to get involved to help turns your ideas into reality?  In what ways can you use the International Student Experience Community of Practice?

Thank you  For listening, participating and sharing.  For your comments:  For listening, participating and sharing.  For your comments: