Student Retention and Attainment Strategy

Transcription

1 Student Retention and Attainment Strategy Our vision for student success Purpose To implement enhancements across the university that improve student outcomes, specifically: to increase the proportion of students who successfully complete their studies within the normal period of enrolment; to increase the proportion of undergraduate students achieving good honours; to reduce differences in outcomes associated with ethnicity, gender, age, mode of study, disability status or any other shared characteristics. The strategy applies to students undertaking taught programmes and postgraduate research. This includes part-time students and distance learners. There is a particular emphasis on undergraduates, who comprise the majority of the DMU population. Mission Proactively support all students, with targeted activities in high-risk areas, and respond effectively and promptly to student need. Promote student engagement and self-confidence to maximise academic outcomes for all students.

2 Context The strategy is written with reference to the 2015 DMU Strategic Framework and in consultation with the De Montfort Students Union. This strategy and action plan will be reviewed annually by the Academic Quality Committee and the SR&A Strategy Programme Board. This strategy should be read in conjunction with the following policies: Principles and Practices of Personal Tutoring Assessment and Feedback Policy Student Charter This strategy is broad in scope and consequently relates to the following strategic programmes and projects that are already in progress. We will ensure the strategic programme to implement the action plan for this strategy aligns with these current activities and objectives: Race Equality Charter Mark Action Plan Athena Swan Action Plan DMU Equality and Diversity Objectives Disability Enhancement Programme: o Universal Design for Learning, Teaching and Assessment o Library and Learning Services Disability Enhancement o Disability Support Project Employability Programme: o Embedding Employability in the Curriculum o Strategic Project to Introduce Personal Development Planning o Engaging Alumni in Employability Activity League Table Improvement Programme: o Supporting the Role of the Personal Tutor: A Pilot of Student Learning Analytic Software Enhancing Learning Through Technology Programme: o Multimedia Enhancement o E-Assessment Electronic Attendance Monitoring Introduction of School Representative Coordinators scheme Development of Student Learning Hub (in development) Enhancing Module and Programme Evaluation Surveys Project Student Retention and Attainment Strategy Working Group 9 November 2015

3 Student Retention and Attainment Strategy: Summary 1. An Integrated Approach Ensure all levels of the university work together effectively to support student retention and attainment. 2. Belonging Promote confidence, understanding and integration among our entire student population, with special attention to those in higher risk groups. 3. Anticipate Student Need Provide excellent student support that anticipates the needs and expectations of all students and responds timely and effectively to individual circumstances. 4. Fair outcomes Reduce the attainment gaps evidenced in our graduate population. 5.Student Engagement Ensure all students engage fully in academic and co-curricula study. 6. Working Together Offer a learning environment that builds trust and productive relationships and promotes individual responsibility. 7. Student Self-efficacy and Resilience Provide challenging and well-supported learning opportunities that promote students personal development. 8. A Healthy University Promote physical and mental wellbeing among all our students and respond effectively to individual student need. 9. Good Organisation Ensure support systems and degree programmes operate to an excellent standard. 10. An Evidence-led Approach Ensure all policies, procedures and initiatives are led by a clear, shared understanding of recent evidence.

4 1. An Integrated Approach Ensure all levels of the university work together effectively to support student retention and attainment. Students engage with the university at many levels. These include a wide range of central services (such as Student Welfare, the Centre for Learning and Study Support, Careers and Employability and #DMUglobal), the DSU, the relevant Faculty and School/Department, students programme of study and individual modules. There is a leadership responsibility at all these levels to support students, promote engagement and provide an excellent student experience. We will establish a dedicated steering group with responsibility for student retention and attainment within the university strategic portfolio framework to oversee implementation of this strategy. We will examine, and improve where necessary, procedures within and between faculties, Student and Academic Services and Library and Learning Services in relation to student support both practical and academic and the regulatory framework and governance structure that informs and monitors these procedures. We will also consider the regulatory framework that informs decision-making about academic failure and academic bad practice to ensure our disciplinary regime is fair and robust, while informed by a student support ethos. 2. Belonging Promote confidence, understanding and integration among our entire student population, with special attention to those in higher risk groups. A feeling of belonging to the university is fundamental to retention and success. Evidence shows that students identify most readily with their programme of study and the host School/Department this is their home. This is the sphere in which academic, social, co-curricula and support activities are focused. Personal tutors offer vital first contact with newly enrolled students and provide support thereafter; this important role will be fully recognised and supported, with sufficient staff time allocated. Students also locate and build communities outside of this context, e.g. through DSU sports, clubs and societies, and we will continue to support and promote the extra-curricula student experience. The first year of study is the period when students are most likely to feel uncertain of their decision to attend a university and/or DMU, encounter the greatest challenges in understanding their higher education experience, and to feel socially isolated. These may include students who feel isolated because of cultural, identity or socio-economic differences, for example students who have different ethnic/cultural experiences, those who are determining their sexual orientation or gender identity, disabled students who may be living more independently for the first time, or students who are

5 pregnant or taking maternity, paternity or adoption leave. In addition, evidence shows that students who applied through clearing are more at risk. A positive and sustained induction experience, based in students home School/Department, is therefore essential. This includes co-curricula activities offered at enrolment and throughout the first year of study, building strong communities of students and staff. Such mainstream activities foster a sense of belonging, beginning in the local networks created by programme teams and their host Schools/Departments. Our approach to first year teaching, learning and assessment will be fully cognisant of the previous experience of our students and their expectations of university, recognising that these may not always be aligned well to the true demands of higher education. This can be best achieved in conjunction with dedicated pre-enrolment activities that prepare students in both academic and practical terms for higher education. Students who have assessment failures and/or have temporarily interrupted their students are a high-risk group. Students undertaking repeat tuition and/or resits are likely to be functioning outside of their familiar peer cohort. Students in interrupt status no longer have access to the university and its facilities under our current regulations. These students require special attention to help them maintain engagement with the university under challenging circumstances and to successfully transition back into normal study thereafter. We will minimise both the occurrence of academic failure and any subsequent interruption or withdrawal, while maintaining our high academic standards. We will also take measures to reduce the likelihood that students will subsequently withdraw following interruption for whatever reason. 3. Anticipate Student Need Provide excellent student support that anticipates the needs and expectations of all students and responds timely and effectively to individual circumstances. We will continue to offer excellent support and guidance throughout the student life cycle, from application and enquiry to graduation, and identify opportunities to enhance this support at key points of need. We are proud of the diversity of our student population while recognising that this can bring challenges. So we will continue to invest in all parts of the university that provide support and guidance, including Student Welfare, the faculty Student Advice Centres, and the Centre for Learning and Study Support to ensure there is always capacity to meet demand. Personal tutors, supported by our student data analytics system, will take the leading role in ensuring students at risk are quickly identified and proactively supported. We will provide excellent staff development opportunities with a dedicated support hub for our personal tutors.

6 We will offer a comprehensive, coordinated and scalable programme of cocurricula learning based on the established needs of student cohorts, individual students and programmes of study: the Student Learning hub. This will help ensure that our students fully realise their academic and career potential. 4. Fair outcomes Reduce the attainment gaps evidenced in our graduate population. We will ensure any differences in student outcomes associated with ethnicity, gender, mode of study, disability status and other protected characteristics, are actively monitored at programme, faculty and university levels. We will also consider other factors that can impact on student outcomes, such as socio-economic background. Differences in attainment between various student groups are well documented across the university sector. We acknowledge that DMU graduate performance can evidence such differences, and we will develop a programme dedicated to addressing this, aligned with our commitments under the DMU Equality Objectives, which include specific action plans relating to the Race Equality, Athena Swan and Stonewall charter marks. In particular we will ensure that at all levels, including programme-level, these differences are analysed and addressed through annual review and enhancement processes. We will develop and evaluate new pilot initiatives based on our own data and pedagogic research across the sector. We also recognise that students, who are first generation to higher education or for other reasons (e.g. prior experience and achievement), may not easily develop confidence and sense of belonging to a scholarly community, and may not possess a necessary understanding of higher education and independent self-learning skills. So we will ensure that our curriculum, learning and assessment methodologies and support networks meet the needs of all students, according to the principles of Universal Design for Learning, Teaching and Assessment. 5.Student Engagement Ensure all students engage fully in academic and co-curricula study. Students are most likely to complete their studies successfully by attending classes and engaging with all learning opportunities, meeting all deadlines, participating fully in group activities and using study time productively. These are all indicators of engagement, and we will continue to develop our capacity to drive, monitor and understand students engagement. This will allow us to identify students who show signs of disengaging and are consequently more at risk of withdrawal or academic underperformance. We will also regularly review, at all levels, the collective engagement of student cohorts and take targeted action accordingly. We will continue to

7 ensure our curriculum and co-curriculum remains relevant to our students interests and goals and offers diverse opportunities for students to develop and demonstrate their learning. 6. Working Together Offer a learning environment that builds trust and productive relationships and promotes individual responsibility. Positive working relationships between staff and students are vital. These rely on the dedicated activities of all our teaching staff, appropriate personal tutee allocation numbers, the use of advertised staff office hours and timely response to or other online communications between students and staff. We will continue to ensure that our excellent standards are maintained and enhanced where needed. Good working relationships also depend on students commitment both to their own learning and confidence in their role as a member of a School/Department: effective School and Course representation ensures that all students are involved and have a voice. We will continue to work with the DSU to promote strong student representation. Collaboration between staff and students in curriculum design connects students with the wider professional and research activities of staff, and helps address students needs and perspectives. Such collaboration promotes students identification with their own studies. We will develop more opportunities for students to influence and contribute to what and how they learn. Productive relationships within student groups can raise aspiration and drive success. These can be achieved through opportunities for peer collaboration (whether through assessed work or other activities) and through strong student-to-student support networks such as peer mentoring, assessment and tutoring. We will establish a framework that promotes these many forms of peer interaction in collaboration with the DSU. 7. Student Self-efficacy and Resilience Provide challenging and well-supported learning opportunities that promote students personal development. We will continue to develop measures that build self-confidence and students resilience; their ability to meet personal challenges successfully. We will help students manage their expectations both of themselves and of the learning opportunities offered by the university. We will provide many opportunities for students to acquire self-efficacy, communication and social skills; through work placements, opportunities for paid employment within DMU, personal development planning, being a course rep, peer mentor or volunteer, and through a curriculum and assessment regime that ensures students take personal responsibility. We will also

8 develop new initiatives targeted on particular student groups, especially noting progression and attainment gaps by ethnicity. 8. A Healthy University Promote physical and mental wellbeing among all our students and respond effectively to individual student need. Students physical and mental wellbeing has a major impact on their success at university. Our understanding is based on the World Health Organisation definition of health: a complete state of physical, mental and social wellbeing, and not merely the absence of disease or infirmity. We will continue to help all students maintain a healthy life-style throughout their student journey, recognising that an inclusive social and learning environment is essential. We will lead the sector through a number of dedicated initiatives organised by Student Welfare, alongside external health agencies and faculties. This will include a special focus on disabled students including those with mental health issues. We will continue to invest in sporting activities at DMU, support DSU sports and clubs and subsidise student membership of the QEII Leisure Centre. 9. Good Organisation Ensure support systems and degree programmes operate to an excellent standard. We will ensure that our Personal Tutoring system operates effectively, with appropriate staff-student allocation numbers and proactive, regular timetabled group meetings. Our actions in response to student need will be timely and well-informed, with efficient and effective signposting mechanisms between personal tutors, the relevant Faculty staff, Student and Academic Services teams and the Centre for Learning and Study Support. We also need to have robust follow up procedures to maintain contact with high risk students (such as those who have interrupted or are repeating assessments). Students achieve best when they are confident that their programme is organised well and delivers to a consistently high standard. DMU programmes will operate smoothly in accordance with the timetable and provide clear and consistent information to students well in advance, including timetabling/room allocations, assessment schedules and feedback return times. Deviations from the published timetable or other advertised activities will be minimised and Schools/Departments will ensure there is effective communication in the event of any change (e.g. via text messaging). Programmes that offer module options or elective activities will ensure that there is comprehensive information and guidance to assist students in their decision-making. We will provide wide-ranging and coherent co-curricula programme, bringing together employability, academic, practical and subject-related skills within

9 one unified framework and a single point of access for students. This will help maximise student engagement with all appropriate learning opportunities. 10. An Evidence-led Approach Ensure all policies, procedures and initiatives are led by a clear, shared understanding of recent evidence. We will employ the highest standards in the collation, analysis and presentation of data relating to student retention and attainment. We will monitor and evaluate our data in order to better understand the circumstances in which students withdraw or underperform. We will promote awareness, understanding and use of such information at all levels of the university to inform programme and module enhancement plans, faculty/school planning and corporate projects. We will ensure timely and appropriate reporting through our governance structure, and ensure faculty-led actions are driven by a sound understanding of the performance of individual programmes or subject areas. We will establish targets for programmes or subject areas, and will focus on any that show underperformance in relation to DMU norms and/or HEFCE institutional benchmarks. The following targets and indicators from the DMU Strategic Framework apply to this strategy: Key Performance Targets: National Student Survey (NSS) Learning Gain - basket indicator combining Widening Participation, entry tariff, good honours, Destinations of Leavers from Higher Education (DLHE) survey Key Performance Indicators: Module level feedback/module mark combined index Retention/student engagement index Proportion of student contact time not spent in lectures We will also identify granulated targets and indicators that focus on a range of student outcomes, including the following: interruption rates, withdrawal rates, non-completion rates, average time for completion, module pass rates, degree pass rates and the proportion of good honours. All these indicators will be considered with reference to protected and other student characteristics. Student Retention and Attainment Strategy Working Group 9 November 2015