1. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 1 Measuring and monitoring study progress A longitudinal study into study progress of first-time enrolled students A first step towards structural and evidence based student guidance

2. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 2 It’s astonishing that study program professionals have so little insight into study progress of their students (Hans van Hout, 2006, in ‘Vernieuwing in het Hoger Onderwijs: Onderwijskundig Handboek’)

3. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 3 Actions of about 40 FTE’s Student performance

4. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 4 First step: getting insight into study progress Monitoring of the student population How are students progressing? Indicators for study progress Outcome indicators: Study completion rate after one year in a standard learning track Study success rate/year Bachelor completion rate within the foreseen period Master completion rate within the foreseen period Process indicators: Learning track type per year of enrolment Learning path to the bachelor and master degree !

5. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 5 Study completion rate after one year in a standard learning track: The proportion of first time enrolled students taking a standard track of ECTS Credits that successfully completed the first year of this track after one year of study. Study success rate/year: The proportion of ECTS Credits completed with respect to the total amount of ECTS credits enrolled for by a student. Bachelor completion rate within the foreseen period: The proportion of first-time enrolled students that accomplish a bachelor degree in the foreseen three years of time. Master completion rate within the foreseen period: The proportion of first-time enrolled students that accomplish a master degree in the time foreseen for obtaining the specific master degree. Study progress outcome indicators: definitions

6. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 6 Type of learning track by year of enrolment: Track types: Standard Learning Track (Standard package i.e., 60 ECTS Cr./year) Standard Learning Track Repeaters Personalized Learning Track (any deviation from SLT within the same program) Reoriented Learning Track (enrolled for a new study program) Drop out from our institution Type of learning path towards a bachelor/master degree: Typology based upon the succession of specific Learning Tracks/year Note that: ECTS credits which a student has to take again after failing are added to the total amount of ECTS credits enrolled for. Although a student did not succeed for an exam, he/she can still be allowed to pass for the first Standard Learning Track package when his/her results were within the specified tolerance boundaries for passing that package. In this case, the ECTS credits for that course were not obtained. Study progress process indicators: definitions

7. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 7 Modelling study progress, in theory Tinto,1987, 1993 (US); Prins, 1993 (The Netherlands); Lacante 2001, 2007 (Flanders/Belgium)

8. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 8 Where to start ?

9. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 9 Modelling study progress, in theory Student Characteristics Context Characteristics Study Progress Social / Academic Integration Not included

10. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 10 Data of 20,650 students Gathered between 2005/6 -2008/9 First step Focus on main effects Student Characteristics Study Progress Program choice Learning track typology Moment of choice Motivation Background Socio Demographics Expectations (Questionnaire) Pre-College schooling Type Secundary Education Study delay Forced track change Performance Positioning (self assessment) Complex Interactions Modelling study progress, in practice

11. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 11 Lots of data Some interesting findings

12. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 12 Migrations in the student population due to flexibilization Study completion rate after one year in a standard learning track 2005 2008 After 1 st year exams After Bachelor exams Need for view on all students At start 1 st year Repeaters

13. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 13 Throughput Starters 1 st enrollment (2005-06 + 2006-07) (n=10,119) Bachelor (n=3468) After 3 rd year Personalised Learning Track (n=4626) Bachelor (n=746) Drop out (n=2025) Bachelor (n=592) After 4 th year After 1 st years Drop out (n=1224) Still enrolled (n=2064) 34.2% 7.3% 5.9% 20.0% 13.2% 45.8% 12.0% 20.0%

14. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 14 Succes in function of Secundary Education Secundary education Study succes rate Success rate Categorised 0 %100 % Vocational8,6 %67,3 %0,0 % Technical24,9 %39,9 %5,3 % Art30,3 %29,5 %7,6 % General67,8 %6,8 %32,1 %

15. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 15 Distribution of Succes in function of Secundary Education   

16. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 16 Self Positioning in Secundary Education Secundary Education Performance postioning (self assesment) Average success rate Success rate categorized 0 %100 % Best group (31%)77,4 %4,7 %46,3 % Better group (35%)65,0 %8,8 %28,2 % Average group (30%)53,3 %13,1 %17,2 % Weak group (3%)50,6 %12,5 %13,8 % Weakest group (1%)46,6 %21,7 %15,9 % Delay and/or track changes Average success rate Success rate categorized 0 %100 % No delay71,3 %5,4 %34,9 % Track change41,8 %20,0 %11,1 % Delay37,3 %26,8 %10,2 % Daley + Track change37,1 %26,4 %10,8 % Delay & Track changes In Secundary Education Engineer students 46% Best Bio Engeneering 38% Best

17. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 17 Throughput After 1 st Bachelor SLT 2 nd Bachelor SLT Pers. LT 2Ba+3Ba Reoriented LT 2 Study Programs Drop Out 3 rd Bachelor SLT 2 nd Bachelor SLT Pers. LT 2Ba+3Ba Reorinented LT Drop Out 98.7%0.4%<0.1%0.7%0.1% 86.0%0.8%0.7%12.2%0.3% After 1 st Bachelor SLT

18. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 18 Throughput 1 ST Bachelor SLT Pers. LT 1Ba+2Ba Reoriented LT Drop Out 1 st Ba SLT 2 nd Ba SLT Pers. LT 1Ba+2Ba Reor. LT Drop Out 11.8%8.9%37.1%42.1% 8.0% 53.4% 5.8% 23.4% 9.6% SLT or Pers. LT Reor. LT Drop Out 71.2% 4.8%24.0% After 1 st Bachelor SLT

19. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 19 Throughput 1 ST Bachelor SLT Pers. LT 1Ba+2Ba Reoriented LT Drop Out 2 nd Ba SLT 3 rd Ba SLT Pers. LT 1Ba+2Ba+3Ba Reor. LT Drop Out 11.8%8.9%37.1%42.1% 8.7% 13.9%22.2% 14.7% Pers. LT 2Ba+3Ba 2.3% 38.2% After 1 st Bachelor SLT

20. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 20 Throughput 1 ST Bachelor SLT Pers. LT 1Ba+2Ba Reoriented LT Drop Out 1 st Ba SLT 2 nd Ba SLT Pers. LT 1Ba+2Ba Reor. LT Drop Out 19.1%66.3%12.2%2.4% 10.4% 59.4% 6.7% 19.6% 3.9% 1 st Bachelor SLT <25% success rate Pers. LT Reor. LT Drop Out 6.5%32.9% 2 nd Ba SLT 1 st Ba SLT 26.7% 11.9% 21.7%

21. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 21 Type of learning paths towards a Bachelor degree in 3-years time Learning path 1st time enrolled Total 2005 ‑ 062006 ‑ 07 Standard Learning Track, =180 ECTS Credits study succes rate =100% 44,6 %54,3 %49,3 % Standard Learning Track, =180 ECTS Credits study succes rate <100% 40,0 %25,7 %33,0 % Personalised Learning Track, >180 ECTS Credits study succes rate <100% 14,4 %18,0 %16,2 % Reoriented Learning; Variable amount of ECTS Credits 1,0 %2,0 %1,5 % Total213320814214 Bachelor degree in 3-years time

22. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 22 Type of learning paths towards a Bachelor degree in 3-years time Learning path Type Secundary Education GeneralTechnical ArtVoc. Standard Learning Track, =180 ECTS Credits study succes rate =100% 55.6%46.7%50.0%0% Standard Learning Track, =180 ECTS Credits study succes rate <100% 36.9%40.0%28.6%0% Personalised Learning Track, >180 ECTS Credits study succes rate <100% 6.1%13.3%21.4%0% Reoriented Learning; Variable amount of ECTS Credits 1.4%0% Total n369030140 Bachelor degree in 3-years time in function of SE

23. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 23 Study Completion Rate in function of PLT

24. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 24 Next steps

25. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 25 Monitoring study progress shows Realistic learning paths towards success i.e., obtaining a diploma. Learning paths that are more likely going to result in drop out. Now we can start figuring out what goes wrong. Zooming in on the nature of these paths, i.e., asking ourselves ‘what’s happening here?’ will enable us to formulate evidence based hypotheses about what’s the underlying problem and how to deal with it effectively. From longitudinal study to systematic monitoring Monitoring: Enrollment  Bachelor  Master Conclusions & Next Steps

26. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 26 Some students take paths with very large study loads others seem to take an ‘easy’ year. Large number of students coming from Technical and Art Secundary Education programs end up in Personalized Learning tracks. Why? Some students seem to lack the insight of what it really takes to succeed. And even after a first unsuccessful year, quite a lot still lack that insight. How can we help students to become more realistic? How can we support them in learning what it takes to succeed? Conclusions & Next Steps

27. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 27 Half day Higher Education Experience Interactive group sessions Recorded Authentic Lectures Anathomy Mathematics Sociology Experiencing teaching, learning, and examination in higher education. Guided reflection on experiences and additional actions needed to acquire lacking skills.

28. Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, annick.eelbode@ugent.be 28 Advisory Centre for Students Network study & learning track councellors