back on course what works? student retention & success conference barbara stephens, project...
TRANSCRIPT
![Page 1: Back on course What Works? Student Retention & Success Conference Barbara Stephens, Project Director Alexis Peters, Senior Project Manager](https://reader036.vdocuments.site/reader036/viewer/2022082517/56649e4f5503460f94b46997/html5/thumbnails/1.jpg)
back on course
What Works? Student Retention & Success Conference
Barbara Stephens, Project DirectorAlexis Peters, Senior Project Manager
![Page 2: Back on course What Works? Student Retention & Success Conference Barbara Stephens, Project Director Alexis Peters, Senior Project Manager](https://reader036.vdocuments.site/reader036/viewer/2022082517/56649e4f5503460f94b46997/html5/thumbnails/2.jpg)
What is back on course?• back on course is a HEFCE funded project operated by The
Open University, working in partnership with UCAS
• The project is designed to tackle the issue of undergraduate retention across the Higher Education sector in England
• For the first year, the back on course team worked with UK undergraduate students who had withdrawn from full time study in 13 North West HEIs, as a pilot
• As a result of the success of the pilot, HEFCE asked for the scheme to be rolled out across England in academic years 2010/2011 and 2011/2012
• Currently 107 HEIs are partnered with the scheme and the service has been offered to 40,000 early-leavers
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What does back on course do?• We provide free, impartial information, advice and guidance to
achieve a ‘positive outcome’
• Explore reasons for leaving and future opportunities
• Confidential discussions tailored to student’s own circumstance
• Clients may have multiple guidance interviews
• Outcomes may be HE, FE, different modes of study, professional training, work or just opportunity to talk through what happened
• We give students the information to make positive decisions about their futures
• A chance to frame withdrawal not as failure but as an opportunity to reflect and make positive decisions
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The back on course research project• Annual research conducted to feed back to sector (reports
published in autumn 2010 and 2011)
• Aims to identify characteristics of ‘at risk’ students more closely than previously
• Brings back on course data and UCAS Apply data together
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Research parameters and limitations• Research aims to sit between in depth smaller studies previously
done and at scale HESA data
• Data collected quantitatively using pre-defined categories developed from pilot research
• Only early-leavers matched to UCAS dataset included in research
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2011 research report (1)2011 Research at 3 different levels:
1. Characteristic data about who leaves HE
2. Who participates in back on course service
3. What early-leavers say about why they left
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2011 research report (2)Data analysis began in early summer 2011; at this point:
• 19,570 clients offered service; 14,730 of these matched to UCAS data
• 7,445 of these had been passed to the IAG service who had made pro-active attempts to contact these clients
• 2,526 of these had been successfully contacted by the service, of which 965 had provided additional information
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Key research findings from 2011 (1)• 12% of matched early-leavers had re-applied to HE and been
accepted – higher than generally expected?
• Younger students, those from POLAR groups 4 & 5 and those with A levels were more likely to cite dissatisfaction with their course
• Mature students significantly more likely to leave early, twice as likely to use the BoC service and less likely to reapply to HE
• 48% of early-leavers live within 25 miles of the HEI
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Key research findings from 2011 (2)• Asian and black students are comparatively less likely to leave early
than white students; disabled students no more likely
• 47% of early-leavers are from the 40% more advantaged sectors of the population, but this reflects the profile of applicants – however, this is counter to the belief that early-leavers are ‘WP’ students
• Characteristics of ‘no shows’ are different to other early leavers – more likely to be from 21-29 age group, ethnic minority
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What might this mean?• Both the anecdotal and the quantitative data suggests that the
extent to which the student identifies with the institution is crucial
• Students who live less than 25 miles from the institution may be living at home, and not transferred their affiliation from home to HEI
• Students living at home don’t have commitments to accommodation that may make it easier for them to leave
• Understand the difficulty of forming individual relationships with students, but this may be a strategy that is needed in order to reduce numbers of students leaving
• While declared disability at entry is not a key factor, developing illness or having it diagnosed while at the HEI may be
• Anecdotal evidence suggests that for many, failing to complete their course is a personal tragedy
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Questions and discussion
Thank you
www.backoncourse.ac.uk
Barbara Stephens: [email protected]
Alexis Peters: [email protected]