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The HERE Project: Key Findings
Findings continued
The HERE Project (Higher Education: Retention &
Engagement) was funded as part of the What Works? Student • Doubters usually have more than one reason
Retention & Success programme funded by HEFCE & the Paul for doubting. In 2011, an average of 2.1
Hamlyn Foundation. The research was conducted jointly by reasons per doubting student
Nottingham Trent University, Bournemouth University and the
University of Bradford. The primary focus was not on why
students departed, but what could help students to be • The primary reasons for doubting are
retained and thrive in higher education. associated with students’ experience of the
programme. This was also their main priority.
The research team investigated two key areas:
• The main reasons for staying were support
from friends and family, adapting to the
• What impact does doubting have on course/ university, student’s personal
retention? commitment and drive and how the
programme will help students achieve future
goals, particularly employment
• What impact can programme teams
have on retention? • The primary times for doubting are
immediately before and after Christmas. Also
the first major period of assignment deadlines
and feedback. Very few respondents in our survey
There were 9 key findings: (March – May 2011) had expressed doubts prior
to starting university.
• Approximately one third of first year
students have experienced doubts • Students reported differing degrees of
sufficiently strong to make them consider doubt. Even amongst the strongest doubters, not
withdrawing at some point during the first all departed.
year
• Demographic factors and mode of study had
• Student doubters are more likely to leave some impact on doubting, although not
than non-doubters: 92.2% of doubters were always on leaving.
still at university in the December after their first
year, as were 98.3% of non-doubters.
• Student doubters report having a poorer The HERE Project research team were:
quality university experience than non- NTU
doubters. Across a range of measures, Ed Foster, Sarah Lawther
doubters appeared less engaged and more Bournemouth University
distant from their peers, their course and their Chris Keenan, Natalie Bates
university University of Bradford
Becka Colley, Ruth Lefever
For further information, contact ed.foster@ntu.ac.uk or look at
www.HEREProject.org.uk
The HERE Project was supported by the following bodies:
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The HERE Project: Recommendations
The HERE Project (Higher Education: Retention & Manage those factors that lead to
Engagement) was funded as part of the What Works? Student doubting and subsequently leaving
Retention & Success programme funded by HEFCE & the Paul
Hamlyn Foundation. The research was conducted jointly by 1. Help students to make the transition to
Nottingham Trent University, Bournemouth University and the
University of Bradford. The primary focus was not on why
being effective learners at university
students departed, but what could help students to be
retained and thrive in higher education.
2. Improve the relationship and
The research team investigated two key areas:
communication with staff
• What impact does doubting have on 3. Identify and respond to students at risk
retention?
5. Help students make more informed
• What impact can programme teams decisions about choosing the right course in
have on retention? the first place
Improve those factors that help students
to stay
5. Improve social integration on the
programme
6. Improve a sense of belonging to the
programme
7. Foster motivation and help students
understand how the programme can help
achieve their future goals
8. Encourage students’ active engagement
with the curriculum
The HERE Project research team were:
NTU
Ed Foster, Sarah Lawther 9. Ensure that there is good communication
Bournemouth University and access to additional student support
Chris Keenan, Natalie Bates
University of Bradford
Becka Colley, Ruth Lefever
For further information, contact ed.foster@ntu.ac.uk or look at
www.HEREProject.org.uk
The HERE Project was supported by the following bodies:
3. Course
induction
at NTU
Using the ‘Starting at NTU’ web
pages to help students prepare for
their inductions
Starting at NTU
As part of the review following Welcome
Week 2010, much of the pre-arrival
information for students was consolidated
into dedicated set of web pages
www.ntu.ac.uk/starting_at_ntu
Resources included:
• Essential information
• Accommodation
• Welcome Week
• Sources of support, &
• Course inductions
Course Inductions
The goal was to improve the consistency,
timeliness and usefulness of the course
induction information for new students. A
team led by the School of Art & Design’s
Learning & Teaching Co-ordinator developed
a pro-forma for programme teams to use. It
drew upon lessons learnt from Welcome Week
feedback, Bournemouth University’s Stepping
Stones 2HE and research conducted within
NTU.
Six components were agreed:
• Course content
• Pre-induction material
• Timetable
• My Learning
• Assessments
• Academic support
It was an enormous effort, but by September
2011, 301 undergraduate and postgraduate
courses had detailed information online to
help students prepare for their new lives at
university.
www.ntu.ac.uk/courseinductions
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