outcomes Overview and objectives Engagement and belonging Overview of the findings from the What works Student retention and success programme including practical examples Partnerships ID: 442396
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Slide1
Engaging a diverse student population to improve the higher education experience and
outcomesSlide2
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
.Slide3
Evidence base/references
Andrews, J. et al
Compendium of effective practice in higher education: Volume
2
. York
: HEA
http://
www.heacademy.ac.uk/resources/detail/retention/Compendium_volume_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: ECUSlide4
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.Slide5
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.Slide6
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
.Slide7
7
7
Early engagement extends into HE and beyond
Student capacity building
Institutional management and co-ordination
Staff capacity buildingSlide8
Characteristics of effective interventions and approaches
8Slide9
What works process
Strategic enablersSlide10
Practical examplesSlide11
Implementation
Fun, semi-structured
approach to group formation during induction in engineering
Mainstream
Activity takes place as
part of academic induction for all level 1 students
.
Proactive
All students participate.
Relevant
It is led by senior lecturer as part of the course. Groups then undertake projects.
Well-timed & approp
riate
media
During
first week. Emphasis is on forming groups rather than providing information.
Collaborative
Promotes peer interaction
and group working. Structured to promote mixing.
Monitored*
Qualitative feedback and review of data.
Are non-participants
followed up?
T-shirt induction activitySlide12
T-shirt induction
Outcomes
Surveys
and f
ocus
groups with students and analysis of institutional data
Peer relations
Groups 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 b
elonging
Created a
belonging always or mostly (81%)
Retention
& success
Better retention rates year on year (85-94%) & compared to other engineering schools.Slide13
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”.Slide14
Implementation
Using web, email, discussion forums for student-centred, international activities.
Mainstream
Activity takes place as
part of academic programme
Proactive
All students participate; its assessed.
Relevant
Part of academic programme, group work to explore international perspectives.
Well-timed & approp
riate
media
All
students participate using IT tools, so levelling.
Collaborative
Promotes peer interaction
and group working, values alternative perspectives.
Monitored
Monitored by the lecturer, who can intervene.
Inclusive internationalisationSlide15
Internationalisation
Outcomes
Not
formally evaluated; staff perspectives. See
Leask
in Crosling et al 2008
Peer relations
Promoted 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 b
elonging*
Retention
& success*Slide16
Partnership workingSlide17
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.Slide18
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).Slide19
Retention
Support Officers
Implementation
RSO - or Student
Support Officer -
in each school,
managed centrally. Academic/service bridge.
Mainstream
Initiated
in one school, rolled out to all.
Proactive
Follow up students
not attending/missing assignments.
Relevant
Student-centred.
Locally owned and developed. Feedback
to staff.
Well-timed & approp
riate
media
Available all the time. Some RSOs have
developed on-line material.
Collaborative
Non-intimidating
and helps connect students to others in the university.
Monitored
Usage and issues arising are reviewed.Slide20
RSOs
Outcomes
Institutional data, feedback from students and staff and reflection by RSO team.
Peer relations
RSOs help students get to know each other.
Interaction
with
staff
RSOs provide
a bridge to academic and professional staff.
Developing capacity
Helps
students to become effective learners.
Relevant to current/future goals
Directly relevant
to becoming engaged and belonging to the institution.
Sense
of b
elonging
Student support officers
indicate that the university cares.
Retention
& success
Withdrawal rate
improved from 21% to 10%.Slide21
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).Slide22
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.Slide23
Looking backSlide24
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.Slide25
Barriers to engagement and belonging of your students
B
arriers 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 methodsSlide26
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.Slide27
Looking forwardSlide28
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.Slide29
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?Slide30
Thank you
F
or listening, participating and sharing.
For your comments: liz@lizthomasassociates.co.uk
.