This document discusses the importance of friendships in supporting student transition and retention. It presents findings from research that show social integration and making friends, especially early on, can help students feel like they belong and be more likely to persist in their studies. Specific strategies are suggested to help students make friends, such as icebreakers, organized social activities, and embedding more small group work and interactions into course design. While halls of residence are important locations to form initial friendships, other strategies may be needed to support students not living on campus. Overall, intentionally creating opportunities for friendship formation can help students feel more integrated both socially and academically.

1. I’ll be there for yoouuuu The role of friendships supporting student transition

2. Structure Friendship & Social integration An ice breaker HERE Project findings into the impact of friendship on student doubters Discussion

3. Friendships & social integration Why important “Students tend to change their values , behavior and academic plans in the direction of the dominant orientation of their peer group.” Astin (1993) Institutional habitus presented through behaviours of students Do we collude with low expectations?

4. Friendships in retention Tinto (1993) Students are more likely to remain if they are integrated into the institution Academic sphere Social sphere Combination of prior factors Education, background, goals etc Transition obviously more than retention Retention evidence is potentially stronger for social integration Christie, Munro & Fisher (2004) leavers – more problems making friends Castles (2004) – support (from anyone) most important predictor of persistence

5. Where are friends made? Halls Braxton & Hirschy (2004) Halls most important environment for making friends Wilcox, Winn & Fyvie-Gauld (2005) – not being in halls creates barrier to making friendships Can’t break into cliques Impact on retention

6. Perceptions of being a student Kuh – no single student identity Kember, Li & Lee – associations very local level (groups, programme & outwards) But Holdsworth (2006) Strong stereotypes of what a student is When don’t fit image, can lead to othering

7. What is a student? Welcome Week Survey (October 2009) What words or phrases come to mind when we use the word ‘student’? 1059 students 398 mention intellect/ education 321 mention social life 278 mention money 154 mention alcohol Two student anecdotes

8. Icebreaker M&M Game Free sweeties Toilet roll version

9. The HERE Project One of seven projects funded by HEFCE/ Paul Hamlyn Foundation What Works? Student Success & Retention Two threads Student doubters Programme level actions

10. Ice breakers

11. Workshop Outcomes Explore some of the friendship-making processes for new students Harpoon course cheese and wine events Explore strategies for developing friendships within the course Discuss ways of improving friendships for new students We may even have a go at some favourite icebreakers

12. Friendship making Why is friendship making important? Tinto’s model of transition Destination retention Journey across two domains Academic Social Thomas (2002) increases robustness – friends can insulate students against ‘knocks’ Percy – space to feel comfortable Role in retention

13. The Rules For every sweet chosen one idea/ thing that will help engender friendships Red/ Brown: During induction Yellow: After Christmas Blue: in a lecture Orange: for students not in halls Green: in the Course Write it down on post-its and discuss 10 minutes

14. The HERE Project One of 7 projects funded by HEFCE/ PHF What Works? Student Retention & Success NTU, Bournemouth & Bradford Two areas Why do more students have doubts than leave? What can we learn from the doubters? Why is there variation between rates of retention amongst ostensibly similar programmes?

15. Transitions Survey (March – May 2009) NTU 656 respondents 37% doubters 16 eventual withdrawals More female doubters, more male withdrawers Doubters tended to score the experience more lowly Why doubt? 263 responses from 219 students 112 told us it was course related 38 student lifestyle

16. Why did doubters stay? 198 responses from 171 doubters 55 cite Friends & family Friends at university most important subgroup Wilcox, Winn & Fyvie-Gauld University friends become increasingly important over time Then future goals and ambitions Determination/ other personal factors

17. Focus groups 21 participants in small groups 1 control group of non-doubters Non-doubters Felt they belonged “I think it starts when you walk down the street and you see someone and you go ‘hey … I know them from university’ and it made me feel like I belonged’ Non doubters less satisfied with friendships “Our course is mainly group work, a lot of friendship groups had already been formed and trying to fit in afterwards” was hard (similar to Wilcox, Winn & Fyvie-Gauld) Frustration with peers drinking & partying

18. Welcome Week Change of culture away from Freshers Programme of social activity Change induction programmes Opportunities to make friends Good pre-arrival communication To be reminded about future goals and benefits of the course To gain some understanding about what learning and teaching would be like To have a reasonable timetable

19. Friendship strategies Pre-arrival message boards Fresher reps in halls Meeting places for Mature, International & Local students Wider range of activities (ghost walk, go ape etc) Ice breakers Small group work Independent learning Battering down % of lectures No cheese & wine Increase seminars and small group activity

20. Second Activity Post it notes Take a look Have a think about 1 activity that you can/ could embed We’ll share some ideas at the end

21. Conclusion (FWIW) Friendships can act as a insulator against the knocks Opportunities can be manufactured And for non-traditional students, should be May also be important as a route to changing expectations and habitus