1. Keeping students afloat while you’re getting everyone else on board!
Rachael Lane
Jo Wilkins

2. Points to ponder Who is ‘at risk’? What theories are useful?
3. What strategies work?

3. Working at an operational level
Systemic and policy change takes time
No champion of retention
Database inadequate for tracking

4. Working at an operational level (continued)
Recruitment and entry criteria
High needs students

5. The journey 2006: Orientation for all new students Uni-guide programme
Class lists for failing students

6. The journey (continued)
2007:
Semester one-self referrals/referrals and developing a model of risk intervention
Semester two-pro-active intervention
Semester two -mentoring programme for students with disability

7. Developing models for retention using theoretical constructs
Beatty-Guenter (1994) Retention Strategy Model
Swail (2004) Geometric Model of Student Persistence and Achievement
Practice
Theory

8. Retention Strategy Model Beatty-Guenter (1994)
Sorting Strategies:
Sorting students into appropriate subsets
Supporting Strategies:
Supporting students in their lives outside the university
Connecting Strategies:
Developing and fostering relationships between students and the institution
Transforming the individual:
Stimulating students to improve attainment levels and skills
Transforming the Institution:
Enhancing all aspects of teaching, learning and working environments

9. Geometric model of student persistence & achievement Swail (2004)
• Financial issues
• Educational legacy
• Attitude toward learning
• Religious background
• Social coping skills
• Communication skills
• Maturity
• Attitude toward others
• Cultural values
• Expectations
• Goal commitment
• Family influence
• Peer influence
• Social lifestyle
Academic rigour •
Quality of learning •
Content knowledge •
Critical thinking ability •
Aptitude •
Technology ability •
Study skills •
Time management •
Learning skills •
Academic-related • extracurricular activities
Cognitive Factors
Social Factors
The Student Experience
Institutional Factors
Financial Aid Academic Services Student Services
Recruitment & Admissions Curriculum & Instruction

10. Mentoring program for students with disability
Based on Maori academic support program run at Massey Auckland for last 5 years.
Student group – new in Semester two or identified as at risk from Semester one
Student contract
Initial meeting identified issues using Swail’s model
Weekly meetings targeted issues

11. Case studies Student with mental health issues
2. Student with multiple health issues
3. Mature student

12. Risk identification model
Issue
Risk
Engagement method
First fail/non-submit
Low but could escalate
Failures during semester
Med-High
/see in person
Poor grades-more than one
High
See in person
History of poor grades
Exclusion
Exclusion-appealed
Managed programme

13. Case studies
International/migrant students- family issues

14. Case studies Vronk Biff! POW! ZOWIE Thwack! BLAM! Kerpow! Yee-oww!
2. Students’ with poor language proficiency
Vronk
Biff!
POW!
ZOWIE
Thwack!
BLAM!
Kerpow!
Yee-oww!

15. Case studies
3. Male school leavers - unsure of career path

16. Reflections on our practice
It does make a difference!
Recognise individual experiences
Problems of engagement
Small window of opportunity for intervention
Resourcing for such large numbers

17. Where to next? Email to text
Disability mentoring - intensive 4 weeks then review
Ensure follow up occurs
Concept of “academic advising”
Mentoring programme for other “at risk
groups”

18. Group discussion Who are your ‘at risk groups’?
2. What theoretical models have you found useful ?
3. What effective strategies have you used?
4. What other thoughts have you had about retention at an individual level?