“R = AC + EId + (E + C).PaC + ExS” - a formula for retention?
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Transcript of “R = AC + EId + (E + C).PaC + ExS” - a formula for retention?
“R = AC + EId + (E + C).PaC + ExS”- a formula for retention?
Ormond SimpsonVisiting professor OPNZ
‘Retention in the UKOU’
1. OU student retention – the current picture
2. The ‘Retention Formula’
UKOU in brief220,000 students
o 500 courses lasting between 6 to 12 months
o Students take 6 - 12 courses for a degree
Courses assessed by: continuous assessment + final
exam - both have to be passed
Student Retention in the Open University
New student retention on their first course
= 55%
Overall retention to the degree= 35%
Student flow – assignments
100 62 57 52
38
43
48
7 2
5
ASSIGNMENT RIVERGRAM100 students start the course. At each assignment some drop out and enter the ‘exit’ channel. A very few re-enter the ‘progress’ channel having skipped the previous assignment
Assignment 1 Assignment 2 Assignment 3
Progress
Exit
Student flow – entire course
Exit
Progress
Exit
Students re-entering by various routes
Students leaving by various routes
Around 14 different exit routes in all
Variations in course retentionT302
T331
MU120
W300
K224
60
65
70
75
80
85
90
95
100
70
% getting to exam
% p
assi
ng e
xam
Sifters
Heavy goings
Fair
Knock Backers
40 50 60 80 90 100
Retention – long term trendsT100, T101. T102 and T172 historic
exam and ‘get to exam’ pass rates
40
50
60
70
80
90
100
1970 1975 1980 1985 1990 1995 2000 2005 2010
Pass rate
'Get' rate
ECA
Warren , Horan and Simpson (2005)
ref T100
6567697173757779818385
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Re-registration rates (%) of new students completing the previous
year
Cumulative graduation rates (%)
by year of entry
0
10
20
30
40
50
60
7019
71
1973
1975
1977
1979
1981
1983
1985
1987
1989
1991
1993
1995
1997
1999
197119761981
Retention - what doesn't work?
o Pushing all the buttons at once and hoping
something workso Assuming good practice spreads
organicallyo Restricting research into support issueso Assuming work can be entirely faculty
led Veronique Johnston (2002)
The ‘retention goulash’ approachThe ‘retention goulash’ approach
The ‘Retention Formula’
Retention = AC + EId + (E + C).PaC + ExS
AC = Appropriate Course Choice, EId = Early Identification of vulnerable
students (E + C) = (Early and Continuous) PaC = Proactive Contact ExS = External Support
(the Simpson-Seidmann formula…?!)
AC = Appropriate Course
Taster Packs - samples of course materials and assignments
Students’ and Tutors’ Comments - Comments on courses they’ve taken or taught
Diagnostic quizzes
The Taster Pack
Taster Pack contents
Course selection
Sample assignment
Student’s answer
Tutor’s comments
Specimen exam
question
16161616
Student course reviews
Self-assessed diagnostic quizzes
• Course specific quizzes - maths, languages etc
• General quizzes- humanities social science business studies etc
HOW GOOD ARE YOUR CHANCES OF PASSING?
Initial Score : 60points
1.Are you male or female?Male : Subtract 5 Female: No change
Revised Score: points
2. How old are you?Under 30 : Subtract 13 Age 30 or above : No change
Revised Score: points
3. What level is this course?Level 1: Add 23 Level 2 : Add 11Other: No change
Revised Score: points
4. What Faculty is this course? A : Add 16 D or L: Add 8 E or K: Add 7 M : Add 6 S : Subtract 3 T : Add 1 Other: No change
Revised Score: points
5. What is the credit rating of this course?15pts : Subtract 23 30pts : Subtract 9 60pts : No change
Revised Score: points
6. How many courses are you taking in total this year?1 course : Add 5 2 or more : No change
Revised Score: points
7. What are your current highest educational qualifications?Degree or equivalent : Add 17A-level or equivalent : Add 12O level, GCSE or equivalent : No changeNone to CSE : Subtract 2 Other : No change
Revised Score: points
8. How would you classify your occupation? Working- professional occupation : Add 10Working- other occupation : Add 5Not working or other: No change
Revised Score: points
FINAL SCORE pts
How did you score?• 100 or above: (70%+ chance of success) The outlook is very
bright for you. You’ll undoubtedly have your share of challenges but you should be able to get things off to a good start.
• 75 to 99: (50-60% chance of success) This will be a challenge you’ve taken on and it will be useful to see if you can increase your point score in some way. For example do think about changing to a lower level course just for the first year – you can step up the pace later on. If you are taking more than one course then again do think of switching to just one.
• Under 75: (50% or lower chance of success) You’ll still be able succeed but if you can increase your score that would really improve your chances. You may not want to change sex (!) but you could change your course, increase your current educational qualifications by taking a short course of some kind – the ‘Openings’ courses are ideal – and so on.
EId = Early Identification of vulnerable students
‘Binary regression analysis’ - calculates a ‘predicted probability of success’ for every student.
02000400060008000
100001200014000
0-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100predicted probability of success bandnu
mbe
r of s
tude
nts
in b
and
EId = Early Identification - accuracy = Early Identification - accuracy
0102030405060708090
0 to 10 10 to 20 20 to 30 30 to 40 40 to 50 50 to 60 60 to 70 70 to 80 80 to 90
predicted probability of success % actual success rate %
E(PaC) = Early Proactive Contact
- taking initiative to contact individual students interactively as early as possible.
‘Student self-referral does not work as a mode of promoting persistence. Students who need services the most refer themselves the least. ‘Effective retention services take the initiative in outreach and timely interventions.’
(Anderson, US)
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Proactive Motivational Support in OU – results of pre-course contactYear Students
in trialIncrease in retention of
experimental group over control (% points)
2002 2866 3.9%
2003 1354 5.1%
2004 931 4.2%
2005 10,131 7.6%
Totals 5151 5.04%
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(i) Institutional retention activity - costs
An activity costing £P per student increases student retention by n%
- then the ‘cost per student retained’ = £100P/n
Eg UKOU an initial ‘proactive motivational contact’ to new students: - costs £10 (NZ$30) per student - increases retention by up to 4%
- So cost per student retained is £100x10/4 = £250 (NZ$750)
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(ii) Institutional retention activity- benefits (OU example)
• Student fee income – neutral against costs
• HEFCE grant income in OU – about £1100 per student completing each year
• Savings on recruitment – recruitment cost per new student ~£500. ~£300 maybe to replace dropout
= total benefit of about £1400 per student retained
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Return on investment in UKOU of a ‘proactive motivational
contact’:1. Cost of activity = £250 per student retained2. Benefit of activity = £1400 per student retained
So RoI ~ 1400/250 = 560%
Net benefit ~ £1150 per student retained
1. 35,000 new OU students each year2. 4% increase in retention = 1400 students
retained
So net benefit to institution ~ £1.6m pa
C(PaC) = Continuous Proactive contact
But how much?
Too little = ineffective?
Too much = too expensive?
30303030
Number of Proactive contacts per course (Burt 2007)
0
20
40
60
80
0 1 2 3 4 5 6 7
OU student satisfaction vs number of proactive contacts received
Satisfaction scale %
Proactive Contact - how much? – (1)
Proactive Contact - how much? – (2)
- - also Case and Elliot (US 1997):
2-5 proactive calls gave 15% increase in retention
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Retention = AC + EId + (E + C).PaC + ExS ExS = External Support
-- OU survey of sources of support to studentsOU survey of sources of support to students
Importance to students
Source
Most important
Least important
From families and friendsFrom tutorsFrom other students From employersFrom the institution directly
(Asbee and Simpson 2001)
ExSExS = External Support = External Support
‘Black Box’ research (before dropout)- importance of close, support networks
- (Temperton, 1998)
ExS = External Support
Student-student support 1Student-student support 1
‘Student mentoring’ (students who’ve completed a course
mentoring students who are on that course)
- increases retention by 35% over non-mentored group (Boyle 1998)
ExS = External Support
Student-student support 2Student-student support 2
Computer conferencing
- But not always popular?
ExS = External Support
Student-student support 3
‘Study Dating’ (students on the same course helping
each other) - ‘Find a Study Friend’
38383838
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Where do we go from here?
1. What kind of proactive contactis most effective?
2. What is biggest barrier to increasing retention?
3. What might be a long term goal?
‘‘Future directions….Future directions….
‘International Centre for Distance Student Retention Studies’