1. What Works?: Headline Finding and Key Messages University of Leicester Student Retention and Success Project Authors: Dr. Chris Cane Dr. Jon Scott Professor Annette Cashmore Team Members: Craig Bartle Kine Dorum Paul Jackson Martin Pennington

2. What Works?: Headline Finding Social interactions with both staff and other students underpin students’ sense of belonging at University

3. Where we Began. Two Key Words “Belonging” to …….. The University was an “Intimate” place to study In the Context of A high retention rate A high NSS score for student satisfaction

4. Features Owned by Academics responsible for academics and personal support, the Registry, & Student Support and Development. Not looking for unrecognised factors, rather an analysis of effective practise and how to replicate it. Bringing together people and enquiry from across the Institution. Paul Hamlyn Foundation/HEfCE

5. An analysis of student perceptions of effective practice and how that practice can be replicated related to belonging and intimacy.

6. Key Approaches Questionnaire surveys Individual interviews Analysis of video diaries from first and second year students involved in a longitudinal student experience project Analysis of students that had withdrawn from their courses

7. 6 Key themes contributing to Belonging emerged: Personal tutors and other staff relationships Departmental culture and curriculum methods Managing expectations Central services Social spaces Clubs and societies

8. Interactions Personal Tutors & Academic Staff Importance of relationship with personal tutor There is at least one lecturer at the University I can talk to if I have a problem I know where/who to go to for help The academic staff seem approachable

9. Some Numbers Least “Belonging” = Most valued “Personal Tutors” 70% Advice sought Personal Tutor 57:35 helpful/unhelpful 33% not given personal support 28% not know where to seek 44% Friends 94:12 Helpful unhelpful Reasons to leave 27% Poor support from tutors

10. Student Voice “When I went to withdraw I was told to speak to my personal tutor. I had no idea who he/she was. We had never been introduced and this was 8 weeks into the course. He had no idea who I was either.” (undergraduate student) “We had no personal tutor meetings and when I tried to discuss issues my personal tutor told me they were busy.” (undergraduate student) “ I enjoyed the work and it was a difficult decision to leave, but a personal one. My tutor did everything she could to make things easy for me.” (postgraduate student)

11. Personal Tutoring Crucial role in relation to belonging Influential as to whether a student stays or goes Students not accessing helpful support or not satisfied with that support when they do Consistency sought

12. 1. Students’ social relationships with staff help them to engage academically  Students value having someone to talk to  Personal tutors are crucial to 1 st year students  Other staff become more important in other years e.g. final year project supervisors  Staff need to be capable, approachable and accessible to students

13. Practical outcomes  Review Certificate in Academic Practice to incorporate importance of social relationships  Review personal tutor system across institution  Implement strategic approach to supporting students in difficulty (institutional policy, staff training, and referral)

14. Further Information and resources https://www.heacademy.ac.uk/sites/default/files/resources/Leiceste r_What_Works_Final_Report_0.pdf https://www.heacademy.ac.uk/sites/default/files/resources/Leiceste r_What_Works_Final_Report_0.pdf Questionnaires, surveys etc Findings Code of Practice for University Personal Tutoring System Links to the main report and other Universities’ involved in the “What Works” project.

15. Some Key findings for other themes

16. 2. Academic structures and practice provide the framework for social engagement  Small group teaching enhances staff/student relationships  Central services reinforce social engagement and reassure students  The academic expectations of prospective students need to be managed

17. Practical outcomes  Review teaching methods and practices  Establish stronger links between departments and central services  Review prospectus and Open Days to ensure consistent and transparent academic messages  Use social networking tools to deliver messages about academic demands

18. 3. Peer relationships are important sources of support and strength to students  Peer relationships are encouraged by group activities in the curriculum  Students need physical (and virtual) social spaces  Accommodation reinforces social bonds but what about off-campus students?  Clubs and societies foster peer relationships

19. Practical outcomes  Map departmental activities that encourage social interactions  Review Estates policy on use of rooms and provision of unmediated social areas  Foster links between off-campus students  Provide non-alcoholic social activities and link with Student Healthy Living Service