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From Flying Start to Fresh Start: towards an holistic institutional retention strategy?

Mike Abramson

University of Central Lancashire, Preston. UK

April 2006

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Presentation aims……

• Examine the strategic principles underpinning the UCLan retention strategy

• Explore some key retention initiatives and their success

• Assess whether a genuinely holistic strategy has emerged and assess its success

• Stimulate debate and share best practice

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Context 1.

• 1995-2000. Rapid growth in undergraduate numbers

• Students from ever more diverse academic backgrounds and learning environments, and not prepared for independent/autonomous learning

• Significant dependency on Clearing to recruit to HEFCE targets

• Inevitable increase in ‘at risk’ students and non-completion and failure rates

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Context 2.

• Attrition rates1999-2000 (26%). Advanced GNVQ entry (38%)2000-2001 (28%)2001-2002 26%)

• HEFCE Benchmark (18%)

• Response: Retention moves to the top of the Senior Management agenda, led by Pro VC (Academic), and a new retention strategy begins to emerge.

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Formulating the strategy

• Working parties at all levels and papers to Academic Board

• Local retention initiatives (deemed successful) made University-wide and funded centrally

• AimHigher action research projects• University Medium Term Strategy 2003-2006

formulated focusing on:

Reputation, Recruitment, Retention, Region• University Retention Strategy (2003-2006)

formulated

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Strategic Principles

• Evidence-based, to identify patterns and assess the success of initiatives

• Transparent and affordable resource strategy to support retention initiatives

• Recognition of the diversity of Faculties, departments and campuses to allow development of locally relevant initiatives (within the corporate framework)

• Full transparency in the determination of success (or otherwise) of initiatives

• The need to recognise and reward success and share good practice

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1. Flying Start Bridging Project

• Began in 1999 as a small summer school retention project centred on GNVQ entrants (high risk)

• In 2002 expanded to all students who have accepted a conditional/unconditional offer

• Now attracts 800+ students to one of four 4-day summer schools

• Free accommodation, food and social programme• Comparative longitudinal cohort analysis reveals

a very positive impact on conversion and retention

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Flying Start Bridging Project

• Uses paid student mentors who have experienced Flying Start themselves

• The summer schools focus on:- easing the transition between very

different learning environments- ensuring students know what is expected

of them in HE- introducing them to academic

conventions and key independent learning skills- providing a social programme which

ensures they make early friends (simple, but very important)

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Impact on conversion..

Percentage of Summer School Students who Enrol Upon Year 1 of a UCLan Degree

89.9% 88.7% 83.9%92.7% 94.9% 92.7%

U/K0

0.2

0.4

0.6

0.8

1

1999 2000 2001 2002 2003 2004 2005

Year

Per

cen

tag

e

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Impact on retention…

Retention Rates of Flying Start Students from Enrolment to Degree Completion

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Enrolment 89.9% 88.7% 86.0% 90.0% 95.1% 93.2% 92.7% 94.9% 92.7%

Year 2 87.3% 73.0% 83.0% 90.0% 93.7% 85.7% 92.6% 86.9%

Year 3 85.7% 71.7% 78.8% 90.0% 86.7%

Year 4 77.7% 64.2%

Year 5 77.7%

1999 2000 2001 2001c 2002 2002c 2003 2004 2005

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2. Parents for Progression

• Initially a ‘spin off’ from Flying Start which invited the parents of students who had accepted a FS place to one of four 1-day Saturday seminars

• Aims:

- to enable parents to offer their children practical guidance and support upon embarking on their 1st year

- to provide a forum for parents to air concerns with other parents

- to test the impact of parental engagement with UCLan on the retention of their children

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0

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Occupation

% o

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2003

2004

2005

Parents by socio-occupational class

1. Managers and senoir officials

2. Professional occupations

3. Associate professional and technical occupations

4. Admin. And secretarial occupations

5. Skilled trade occupations

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Parental Experience of Higher Education

0

20

40

60

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120

No PriorExperience

One Parentwith

Experience

Both Parentswith

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Figure 4: Parental Priorities for the day

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Priorities

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2005

1. Presentations on financial implications

2. Presentation on support structures

3. Discuss own role in supporting son/daughter at UCLan

4. Talk to existing 1st year students

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Parents for Progression

• No significant extra impact on student retention. But..• Excellent source of market intelligence and relationship

marketing• Positive impact on recruitment and conversion

“ Having been to other universities I feel Preston has been a breath of fresh air…very reassuring, warm and friendly”

“ We considered Leeds and Sheffield. However, the deciding factor was definitely the organisational skills and support of Preston from our and our daughter’s perspective.”

• So, to be piloted University-wide in 2006

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3. M&M Mentoring Scheme

• Introduced in 2002-03 to enhance the experience of new students and aid retention

• New student mentees matched with 2nd, 3rd and PG volunteer mentors, normally from the same course

• New students can self refer or be referred by academic and support staff

• Enhances the sense of “university citizenship” for both mentees and mentors

• Huge growth since 2002 and very positive impact on retention

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M& M Impact on Retention

2002-03 2003-04 2004-05

Mentees 52 54 285

recruited

Mentees 51 52 281

retained

2005-06 (as of 23.01.06), 661 mentees recruited/657 retained

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4. Walk-in Study Enhancement through Review (WISER)

Since 2002, a new central service offering students:

• Drop-in 1:1 study skill support• Scheduled study skill workshops• Study skill elective modules• Planned WebCT, Breeze and blended learning

Significant growth since 2002 (88% increase in 1:1s in 2004-2005) but impact on retention yet to be determined.

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5. Fresh Start

• Since January 2003, an independent central service which aims to re-integrate withdrawn, failed and non-returning students back into the University

• Provides “ a safe, supportive and non-judgemental environment to facilitate the exploration of the individual’s needs”

• Aims to re-start without stigma• Does not make unilateral decisions, but works in

liaison with Admission Tutors and Course Leaders

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5. Fresh Start

• Too soon for a solid assessment of success, but early indications are good

• In 2004-2005 130 Fresh Start Students re-enrolled. Of these, 14 have withdrawn and 4 have intercalated

• The best returner rate came from students who had previously withdrawn

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6. New Service Level Agreements

• Introduced (imposed) University-wide in September 2005 after listening to student concerns

• Aims to enhance and formalise minimum academic service standards for students

• Key aspects, including student responsibilities, outlined in ‘The Card’ given to all students at enrolment

• HoDs required to give regular updates of implementation and progress

• Impact on retention not yet known

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“ The Card” 1. Academic staff

We aim to:• Start and end all classes on time• Give you one week’s notice of changes to your

classes• Give you feedback on assessed work within 15

working days• Give you clear, legible and informative feedback

on your work• Be available for timed appointments• Treat you with respect at all times• Support you in your preparation for the

workplace

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“The Card” 2. Students

You will get the best out of your time at UCLan if you are committed to:

• Preparing for classes and attending punctually• Completing your work to the best of your ability

and submitting it on time• Not committing plagiarism• Keeping up to date with course information

through UCLan email and other channels• Making appropriate use of teaching staff’s time• Taking responsibility for your Personal

Development Planning and skills development• Treating staff, fellow student and neighbours in

the local community with respect at all times

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Has the Retention Strategy been successful?

Non-Completion Rates of Flying Start Students Compared to Institutional Rates 1999/00 -2004/5 (Stage

One)

27.0% 28.0%26.0%

16.0% 16.0% 17.6%

10.0% 11.3% 12.0%

5.4% 6.7% 6.0%

0%

5%

10%

15%

20%

25%

30%

1999/00 2000/01 2001/02 2002/03 2003/04 2004/05

Academic Year

Institutional

Flying Start

HEFCE UCLan benchmark = 18%

National average = 14.5%

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Is it an holistic strategy?

• Certainly has breadth (pre-sessional, sessional, and post-sessional)

• Also, local initiatives are now University-wide, and some are very successful

• But…how much is merely remedial?

• And..does it have enough depth? How much “organic penetration” into every course and subject?

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A genuinely holistic strategy needs to focus on transition

• A deeper transitional relationship with feeder schools and colleges

• A university-wide Year 1 curriculum designed for transition

• More Year 1 class contact• The very best teachers to focus on Year 1

teaching• Early bite-sized formative assessment and

feedback, with supporting action where required• A Personal Tutor system that really works

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Fresh Start

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Fresh Start