Research Paper on Retention

Fionn Ross

GNVQ Advanced Media

Introduction

I have been asked by the Unit Co-ordinator for Year Two of the GNVQ Advanced Media course to write a research paper on the subject of retention in South East Essex College. It has already been established that there is a link between attendance and retention. This paper will seek to identify other possible reasons for students deciding to drop-out of college, address the need for the college to build in retention strategies into its strategic planning and management, and will seek to identify possible solutions to improve our retention rates.

Factors affecting student retention

9,000 Voices is the largest study undertaken in the UK into persistence and drop-out trends. The report makes clear that the single biggest issue for colleges to retain students is to ensure that

· they are on the right programme

· that an efficient admissions system and

· specialist staff can make a crucial difference.

It also provides substantial evidence to dispel received wisdom about dropping out – in particular that

· it is caused by personal circumstances

· that initial student expectations are good predictors of outcome

· that early withdrawal is linked to quality of college facilities and

· that students mainly leave to take up employment.

The research provides what is considered to be conclusive evidence for the first time that the length of travel to college and the timing of applications are significant predictors of dropping out. However, the commonly held belief that satisfaction with college facilities is a major influence does not stand up. ‘If anything, withdrawn students indicate that they are more satisfied than current students with such facilities and with access to IT equipment,’ says Chris Hughes, Chief Executive of the Further Education Development Agency (FEDA).

Other findings tie in with factors previously identified. Male students are more likely to drop-out than females, students from certain ethnic minorities may be likely to drop-out and students whose fees are waived or reduced are more at risk.

Some 8,500 students and 500 staff from 33 colleges were consulted in the research, which is the largest study undertaken to date in any UK educational sector.

Latest figures from the Further Education Funding Council show that the drop-out rate in 96/97 remained similar to that for the preceding year – 13% for full-time, and 16% for part-time students in the median college. It was highest in sixth form colleges, at 25%.

‘Piling ‘em high and price wars are not the way forward for lifelong learning,’ says Chris Hughes. Students benefit most from solid and sustained financial support rather than arbitrary fee reduction or waiving.

In 1997, the issue of student retention was a theme at the British Education Research Association (BERA) conference, where the nature of FE provision and its ability to match the lifelong needs of students was debated. A survey into factors affecting successful completion of courses had been undertaken, the result of which are displayed below:

Fig 1: Factors Affecting Successful Completion

Source: FE Now! Issue 40 October 1997

This study also relates to another BERA paper by Dr Paul Martinez entitled, Student Persistence and Drop-Out, which surveyed students who had withdrawn was well as those who had stayed on. The research, conducted in three colleges (including the Isle of Wight), concluded that

· financial hardship equally relates to students who stay on

· colleges have some room to manoeuvre, despite circumstances outside the college’s influence (financial, childcare, lack of employer support, etc.).

One more study that might be worth considering is that carried out by Mich Page in 1996 and which focused on experiences of students while at college, and covered their school history and family relationships. Several thousand drop-outs were consulted over a period of five years. Drop-outs, she reasoned, can be classified into four categories, all of which are dependent ion the individual’s reasons for enrolling in the first place:

· Early drop-outs enrol on the wrong course, realise their mistake and leave. Frequently they return and do very well, having ‘figured out’ which course would be right for them;

· Opportunist drop-outs ‘drift’ into college because they had nothing better to do. When a better offer turns up, they leave;

· Consumer drop-outs buy a course (usually skills-based) and leave when, in their opinion, they have learnt enough. They do not need to pass an exam or complete a set period of study because they value competence above certification;

· Life crisis drop-outs are the victim of accident, ill-health or misfortune - this type of drop-out cannot be predicted as they have fairly conventional reasons for enrolment.

Literature survey

Tinto (1975, 1987) published his model of attrition and retention over twenty years ago. In it, he identified the academic and social integration into the educational institution’s formal and informal structures as being crucial factors affecting the student’s decision to remain with the institution or drop-out. Proportion of integration is directly linked to the likelihood of persistence at the institution.

Seidman (1989) concurs with Tinto that the greater the congruence between the student’s values, goals, and attitudes an those of the college, the more likely the student will remain with the college (Tinto, 1975, 1987; Pascarella, 1982).

Many studies have examined specific programmes for student retention. Induction programmes help students adapt to their new environments. They help students with their academic and personal adjustment. They also help families understand what their sons and daughters will experience in college and help institutions learn about their students (Peters, 1988; Green, 1987; Terenzini & Wright, 1987). Boyer (1987) has underscored the need for orientation programs. He stated,

There is no simple response to the challenge of orienting new students to the campus. Some are less secure and need to feel part of a group; others prefer to make it on their own. Still, we are convinced that colleges should be as committed and creative in helping students adjust to college life as they are in getting them to the campus in the first place. (p. 46)

Another area is the development of student development programmes. These are designed to provide students with academic counselling, career and life planning. These programs are often built into our tutorials in the Media and Performing Arts Team. Students have the opportunity to develop skills necessary to deal with academic and social development issues (Terrenzini & Wright, 1987; Boyer, 1987).

Faculty interaction with students outside the classroom can also have positive effects on student behaviour (Tinto, 1982; Bean & Mentzer, 1985; Peters, 1988). Tinto remarks

Simply put, the more time faculty give to their students, and students to each other, the more likely are students to complete their education. Both academically and socially, such informal contacts appear to be essential components in the process of social and intellectual development of individual...institutions should encourage those contacts whenever and wherever possible. (p. 697)

Examples of good practice at South East Essex College

· the tutorial system

· academic support

· the interview process

· induction (room for improvement?)

· following up of students who have missed classes

· the involvement of parents in the learning process

Suggestions and recommendations

Some of these may already be part of good practice in the Team.

· a more innovative approach to inductions

· a more innovative way of collecting data on student satisfaction

· improve curriculum structure and modes of delivery, as well as the quality of student advice (before enrolment), guidance and tracking systems

· introduce management information systems that will allow data collected from students to be used by registry, marketing, programme managers and heads of teams, course team leaders and personal tutors. This could include the use of smart cards for logging attendance and punctuality, logging in and out of the Media Centre, logging on to computer systems and/or specialist machinery

· data needs to be collected and analysed regarding students' academic, social, economic, and family background and students' academic and personal goals

· identify characteristics of good students; then devise programs to assist those whose academic and social backgrounds put them at a disadvantage.

References

Bean, J. P., & Metzner, B. S. (1985, Winter). A conceptual model of non-traditional undergraduate student attrition. Review of Educational Research, 55(4), 485-540.

Boyer, E. L. (1987). College: The undergraduate experience in America. New York: Harper & Row

Green, E. (1987). At many colleges, orientation has become a serious introduction to campus life. Chronicle of Higher Education, 34(6), 41-43.

Page, M (1996). Don’t leave me this way. FE Now! Issue 31, November 1996. Hobsons Publishing.

Pascarella, E. T. (1986, March). A program for research and policy development on student persistence at the institutional level. Journal of College Student Personnel, 27(2), 100-107.

Pascarella, E. T., Smart, J. C., & Ethington, C. A., (1986). Long-term persistence of two-year college students. Research in Higher Education, 24(1), 47-71.

Peters, T. J. (1988, September). Individual attention: The key to keeping students in school. ACU-I Bulletin, 56(2), 4-8.

Seidman, A. (1995).The community college: A challenge for change. Community College Journal of Research and Practice, 19 (3), 247-254.

Terenzini, P. T., & Wright, T. M. (1987). Influences on students' academic growth during four years of college. Research in Higher Education, 26(2), 161-179.

Tinto, V. (1975). Dropouts from higher education: A theoretical synthesis of the recent literature. A Review of Educational Research, 45, 89-125.

Tinto, V. (1982). Limits of theory and practice in student attrition. Journal of Higher Education, 53(6), 687-700.

Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.

Williams, E (1997). Keeping students on board. FE Now! Issue 40, October 1997. Hobsons Publishing.