HELPING THE NATION SPEND WISELY Angela Hands Developing institutional strategies for student...

HELPING THE NATION SPEND WISELY

Angela Hands

Developing institutional strategies for student

retention


Structure of the presentation

About the NAO and the Public Accounts Committee

About the study: methods, findings, conclusions

How our recommendations and those of the Public Accounts Committee can be used to develop a strategy towards student retention


The NAO

Provides independent information, assurance and advice to Parliament on the use of public resources

Helps promote better financial management and value for money

Headed by Comptroller and Auditor General


The accountability process

Government requests and Parliament grant funds

PAC session and report

Government Response

C&AG examines spending and

reports to Parliament


The study involved

Visits to 12 institutions Analysis of student data Interviews with early leavers Consultations with officials and

other experts Comparisons with overseas higher

education systems


Our overall conclusion

’Compared internationally, higher education in England achieves high levels of student retention. For the sector to improve even marginally on that level of performance while, at the same time, opening up higher education to both increased numbers and greater diversity is a big challenge. The improvements so far are a good achievement.’


We also noted:

Marginal improvement in overall retention since previous report

Increasing pressure as participation widens

Still a wide range in HEIs’ performance, with retention decreasing in a minority of institutions

Some groups of students more vulnerable to not continuing, e.g. part-time students


Trends in retention, 1999-2005

90.391.5 91.3 90.9 90.9 91.6

77.3 78.1 78.4 78.1 77.7 78.1

70

75

80

85

90

95

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

Stu

den

ts (

per

cen

t)

Continued to a second year of study Projected completion

Note: Full-time, first degree students onlySource: HESA/HEFCE


Continuation in individual institutions 2004-05

0

2

4

6

8

10

12

14

80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100Continuation (per cent)

Nu

mb

er o

f in

stit

uti

on

s

Note: Full-time, first degree students only, 2004-05 entrySource: NAO analysis of HESA student data


HEIs’ progress on retention

Note: Full-time, first degree students only Source: NAO analysis of HESA student data

Change in continuation rate of first year students 2001-02 to 2004-05 (percentage points)

-15

-10

-5

0

5

10

15

Institutions with worsened continuation rates

Institutions with improved continuation rates


Retention in different HEI groups

Note: Full-time, first degree students only, 2004-05 entry Source: NAO analysis of HESA student data


Retention strategy: which students are less likely to continue? Those with lower prior qualifications

Those taking STEM or MFL subjects

Men

20 years old on entry compared with 18 years

Studying full time in a further education college (and registered at an HEI)

Studying part-time in an HEI


Retention strategy: Outcomes for part-time students

Part time (1st degree, 00-01)

Full time (1st degree, 02-03)

Achieved HE qualification

47% 77%

Still studying 9% 8%

Left without qualifying

44% 15%


Retention Strategy: Continuations for students with disabilities

50% 55% 60% 65% 70% 75% 80% 85% 90% 95%

Students with a disabilityin receipt of DSA

Students without a knowndisability

Students with a declareddisability but NOT in

receipt of DSA

Continuing to a second year of study

Full time

Part-time studying at 50% or more

Note: All undergraduates, 2004-05 entry Source: NAO analysis of HESA student data


Rec 1: Review trends in retention and use findings to improve the student experience and develop strategies for learning and teachingRec 2: Underpin by monitoring retention at student faculty and course level

Integrate monitoring of retention into annual review of all faculties and subjects

Monitor cross-institution trends: parts of the institution, faculties, student groups

Include teaching and learning experience and expertise in the assessment of issues and possible actions

Review resources for students and teaching staff, e.g. guides to retention and the curriculum, advice to prospective students, guidance to staff on available resources

PAC Rec: HEIs need to understand the needs of their changing student populations. They should use techniques to identify teaching and support services that appropriately reflect student’s different backgrounds


Rec 3: Use early leaver surveys where particular retention problems are indicated to improve understanding and identify what might have been done

Follow up on any issues from retention data and NSS, via qualitative research, focus groups and surveys

Analyse student early departures and follow-up action

Review how information collected can be used to develop strategies for the future

PAC Rec: The Funding Council, HESA and HEIs should develop a common standard and principles which define types of retention information that need to be collected and reported


Rec 4: Ensure that student support (personal tutoring and pastoral care) is based on students’ potential for development rather than their deficits Use personal development plans to focus on student

development and enhancement Seek to pick up areas for improvement early as part of

development planning before they become an issue Review staff development activities to emphasise those

shown to increase students’ potential Review the effectiveness of relevant processes, especially

tutor systems

PAC Rec: HEIs should give personal tutoring a sufficiently high priority, with training and support for tutors and recognition in reward systems for academic staff


Rec 5: Know whether students are eligible for Disabled Students Allowance, whether they are claiming it, and explore ways to support applications

Good monitoring of disability procedures and joint work between retention staff and disability support staff

Build up knowledge of who is likely to be eligible, and encourage greater disclosure by students

Build up knowledge of types of support that work best Co-ordinate assistance to help students apply early and

get support in place Support tutors in understanding how they can help

students identify possible support

PAC Rec: The Department should aim to make access straightforward and fair for all, and the Funding Council should follow up with HEIs if its forthcoming research indicates that eligible students are missing out on their entitlement to DSA


Rec 6: Learn from other areas of the sector and share good practice

Conferences and less formal events to share knowledge Seminars for staff to exchange ideas internally or with people

from other institutions invited Incorporating key knowledge into staff development and

processes Exchanges and peer review between HEIs, especially where

circumstances are similar

PAC Rec: The Funding Council should systematically evaluation the cost-effectiveness and impact of initiatives that it has directly funded, and should provide advice to HEIs on how best to assess the costs and outcomes of local initiatives. It should encourage HEIs with better retention to share good practice with those that are less successful.


Thank you

Contact: [email protected]

HELPING THE NATION SPEND WISELY Angela Hands Developing institutional strategies for student...

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