Helen Gale University of Wolverhampton ( April 2008 Retention and Progression: an institutional view

Helen Gale University of Wolverhampton ( April 2008 Enabling Achievement in a Diverse Student Body Centre for Excellence in Teaching and Learning 2005 University of Wolverhampton

Helen Gale University of Wolverhampton ( April 2008 University of Wolverhampton: institutional profile 23,000 students (60% f 40%m) 23,000 students (60% f 40%m) 65% over 21 years old 65% over 21 years old 40% ethnic minority 40% ethnic minority 70% live locally 70% live locally 99% from state schools (bm 95.4%) 99% from state schools (bm 95.4%) 50% lower social classes (bm 38%) 50% lower social classes (bm 38%) 25% low participation areas (bm 18%) 25% low participation areas (bm 18%) 88.4% retention (bm 89.6%) % retention (bm 89.6%)

Helen Gale University of Wolverhampton ( April 2008 Enabling Achievement in a Diverse Student Body The student journey: a risk assessment on retention entering staying understanding achieving Art & Design Applied Sciences Humanities Education E-portfolio Student to student mentoring

Helen Gale University of Wolverhampton ( April 2008 Enabling Achievement in a Diverse Student Body The student journey: a risk assessment on retention entering staying understanding achieving Art & Design Applied Sciences Humanities Education Individual Learner Profile Learner Develop ment Centre Individual monitoring Tracking Follow up Academic literacies Feedback Critical awareness Self assessment

Helen Gale University of Wolverhampton ( April 2008 What have we learnt? Repeat after me ……… There is no one simple answer to the issues of retention and progression. Repeat after me ……… There is no one simple answer to the issues of retention and progression. … if there was, the Higher Education sector would have found it by now

Helen Gale University of Wolverhampton ( April 2008 What have we learnt? NAO: actions to improve retention Management information – accurate, sophisticated & accessible information …… not just data Management information – accurate, sophisticated & accessible information …… not just data Strategic commitment to retention – Retention and Progression Strategy Learning and Teaching Strategy Human Resource Strategy Strategic commitment to retention – Retention and Progression Strategy Learning and Teaching Strategy Human Resource Strategy Commitment from students student2student mentoring Commitment from students student2student mentoring Support through academic provision integrated and embedded academic commitment Support through academic provision integrated and embedded academic commitment Broaden options for learning blended learning Broaden options for learning blended learning Provide specialist support clearly signposted, multiple sites of support Provide specialist support clearly signposted, multiple sites of support

Helen Gale University of Wolverhampton ( April 2008 What have we learnt? in response to …. Yorke & Longden (2008) The first-year experience of higher education in the UK Poor choice of programme and Finance - network with feeder schools and colleges - network with feeder schools and colleges - manage student expectation - manage student expectation - use current students - use current students - frontload student support - frontload student support - personalise student support - personalise student support - clearly identify multiple sources of support - clearly identify multiple sources of support - provide accurate and up to date web sites - provide accurate and up to date web sites

Helen Gale University of Wolverhampton ( April 2008 What have we learnt? in response to …. Yorke & Longden (2008) The first-year experience of higher education in the UK way use of electronic systems, including on-line booking systems, , virtual learning environments, texting, frequently asked questions - monitoring and tracking via electronic data, with personal follow up - personal tutors trained and knowledgeable in triage - 2-way use of electronic systems, including on-line booking systems, , virtual learning environments, texting, frequently asked questions - monitoring and tracking via electronic data, with personal follow up - personal tutors trained and knowledgeable in triage Lack of contact with academic staff and Inadequate academic progress

Helen Gale University of Wolverhampton ( April 2008 What have we learnt? in response to …. Yorke & Longden (2008) The first-year experience of higher education in the UK - encourage early student engagement and collaboration - develop staff and student understanding of academic literacies - use formative assessment / computer aided self assessment - develop model internal PG Cert and professional development programme - encourage early student engagement and collaboration - develop staff and student understanding of academic literacies - use formative assessment / computer aided self assessment - develop model internal PG Cert and professional development programme Lack of contact with academic staff and Inadequate academic progress

Helen Gale University of Wolverhampton ( April 2008 To senior management Invest in accurate, sophisticated and accessible information systems.. and staff Invest in accurate, sophisticated and accessible information systems.. and staff Develop student mentoring systems Develop student mentoring systems Link university strategies.. and keep targets local and simple Link university strategies.. and keep targets local and simple Frontload resources to support first year study Frontload resources to support first year study Invest in blended learning Invest in blended learning Support continued research into learning and teaching Support continued research into learning and teaching ….. and retention should improve. UoW 2008 = <89.6

Helen Gale University of Wolverhampton ( April 2008 The third European First Year Experience (EFYE) Conference will explore the student experience at universities across Europe, and is being hosted by the University of Wolverhampton May 2008 Telford Campus, University of Wolverhampton, Telford, TF2 9NT, UKTelford wlv.ac.uk/efye