Findings of a Student Retention Study University of Saskatchewan Overview of Findings: June 12, 2007 CACUSS 2007 Conference

Process 2003:University’s Enrolment Plan called for a study of retention patterns, degree completion, and explanations 2004:Planning and consultation Winter 2005:Established an Advisory Group that identified questions of interest, seconded a Computer Analyst to project Spring 2005:Narrowing of scope of cohort analysis, defining terms, realization of data limitations Summer 2005:Based on preliminary results & Identification of student-based studies Fall 2005:Hiring Retention Research Coordinator & Presentations of initial findings Winter 2006:Conducting student-based studies & Regular consultations/check-ins with Advisory Group Spring/Summer 2006: Final cohort based analysis Fall 2006: Interpretation of findings, development of presentations Winter 2007: Presentations, drafting of final report Spring 2007:Now….

Purpose of the Study 1.To conduct a cohort-based study of retention, attrition, and degree completion rates over the past few years 2.To better understand the reasons why students choose (or are required) to leave the University

Design Cohort-based longitudinal analysis: –What are the rates and patterns of student retention, attrition and degree completion at the U of S? –Method: Longitudinal cohort-based analysis of data held in the Student Information System Student-based studies: –What are the underlying reasons for student attrition at the U of S and what factors promote student success, persistence and degree completion? –Method: In-depth interviews, focus groups and surveys

Cohort-based analysis What are the rates and patterns of student retention, attrition and degree completion at the U of S?

Defining our Cohorts Cohorts of Data: –From 1993 to Direct Entry Colleges: –Agriculture and Bioresources –Arts and Science –Commerce –Engineering –Kinesiology

Defining our Outcomes Retention Outcomes: –Degree completion (received degree) –Continued registration (current student) –Internal transfer (transferred to other U of S College) Attrition Outcomes: –Discontinued registration (academically eligible to return) –Withdrawn registration (in midst of term) –Required to discontinue (by the institution)

Overall Retention and Attrition (All 5 Colleges Combined)

Year to Year Retention Rates for Each Cohort

Retention Rate for Each Cohort (After 1 Year)

Student Outcomes After 1 Year 1 st Year Attrition ~27.5%

Retention Rate for Each Cohort (After 2 Years)

Retention Rate for Each Cohort (After 3 Years)

Retention Rate for Each Cohort (After 4-7 Years)

Retention Rates for Each College

Overall Retention by College

Retention Rate for Each College (After 1-3 Years)

Retention Rate for Each College (After 4-7 Years)

Degree Completion

Degree Completion Rate for Each Cohort (After 4-7 Years)

Overall “Degree Completion” by College

Degree Completion Rate for Each College (After 4-7 Years)

Adjusted “Degree Completion” by College

Adjusted “Degree Completion” by College (Average: )

Origin of Student (entering point): –High school –Break after high school –Transferred from other post-secondary institution –Transferred from other U of S College Defining our Students

Overall Retention by Student Origin

Overall “Degree Completion” by Student Origin

Student-based Studies: What are the underlying reasons for student attrition at the U of S and what factors promote student success, persistence and degree completion?

Three Student-based Studies Phone survey of early leavers Focus groups with current students Interviews with RTD students who have returned and are succeeding

Phone Survey of Early Leavers

Definition of Early Leavers Discontinued registration –Students who completed a term(s) and were academically eligible to return but did not register Withdrawn registration –Students who withdrew registration in the midst of a term

Characteristics of Voluntary Leavers Withdrawn Registration: Female 55%: Male 45% Discontinued Registration: Female 64%: Male 36% years of age School of matriculation –Urban = 53% –Rural = 31% –Out of Province = 12% Admission average = 77-78% GPA is about 61-64%

Main reason for attending university: 1. Prepare for a specific job/career36.0% 2. General education24.5% 3. Get a ‘good job’18.9% Main reason for choosing the U of S: 1. Close to family76.0% 2. Program availability8.6% 3. Reputation6.2% Reasons for attending university and choosing the U of S

Majority of early leavers intended to pursue a degree at the U of S. Did early leavers intend to pursue a degree?

70.4% of early leavers were ‘not at all sure’ or only ‘somewhat sure’ of what area/major they wanted to pursue at the U of S. How sure were early leavers about what area/major they wanted to pursue?

How prepared did early leavers feel when they enrolled at the U of S? 71% felt unprepared for at least one of the following:

What influenced early leavers’ decision to leave?

What services do early leavers access while at the U of S?

48% have attended or are now attending another post-secondary institution Majority of early leavers stay in SK (67%) Majority attend college (63%) Where do early leavers go?

SIAST31.3% University of Regina16.6% A University in Alberta 6.1% –U of Alberta –U of Calgary –U of Lethbridge University of Manitoba 1.8% What institutions do they attend?

Majority of early leavers are ‘not at all likely’ to return to the U of S in the next year. Likelihood of Returning to the U of S in the Next Year

Focus Groups With Current U of S Students

What are the key challenges you have faced in your studies at the U of S? All Students: 1.Challenges involving professors 2.Adjustment from high school to university (expectations) 3.Academic skill development Aboriginal Students: 1.Feeling marginalized 2.Financial issues 3.Balancing school with other responsibilities

Interviews RTD students who have returned and are succeeding

RTD students reported a common path to attrition Began in first year Lack of a goal  low investment in time/effort  poor study habits  poor performance  academic failure

RTD students reported a common path to a successful return Identifying an “academic/career” goal Making a conscious commitment to getting a degree

Benchmark data exists for comparison purposes ‘Proceduralization’ of the collection of retention and attrition data within the University Follow up studies may be pursued Strategic development of structures, services, and programs that foster and promote retention Next Steps

Understand retention as a vital component of effective enrollment management, setting targets for improved retention as well as for attracting voluntary leavers back Take an intentional, comprehensive, and institution-wide approach to enhancing the first year experience Recommendations

Create spaces, services and systems that allow students to connect with other students and that allow students to interact with faculty Adopt proven models (e.g., Learning Communities) and develop our own models (e.g., University Life 101) to better engage students and assist in transition Recommendations

The quality of teaching is of prime importance to students. The recommendations of the forthcoming Teaching and Learning Foundational document should be implemented. Increase the availability and quality of integrated academic-career advising services on our campus. Advising for students who are undecided or interested in changing colleges should be made available to a greater degree. Recommendations

Change structures and systems to facilitate decision-making and intentionality among students Identify students who are at greater risk for attrition early and improve and develop services to meet their needs Conduct future research that uses these findings as benchmark data. Recommendations

Thank you