NZ Applied Business Education Conference

Adaptation: one way to improve retention and achievement

28 September 2006 Linda Leach, Massey University

Overview

1. Context

2. Retention research

3. Some implications for you as

applied business educators

Context: Tertiary Education Strategy 2

3 Government Goals

a) Economic transformation *b) Families young and oldc) National identity

Context: Goals

a) Economic transformation Knowledge-based economy Innovative, creative, entrepreneurial Management capabilities for globally

competitive firms Productive, adaptable workforce Up-skilling and advanced skilling Research creating commercial

opportunities

Context: Tertiary Education Strategy

3 Contributing Tertiary Education Outcomes

i. Educational success for all through lifelong learning *

ii. Creating and applying knowledge to drive innovation

iii. Strong connections between institutions and community

Contributing tertiary education outcomes: areas for focus

i. Educational success for all Maximum educational opportunity for all

Maori Pasifika people with disabilities migrants and refugees* students from lower SES backgrounds* rural communities workers transitioning to new industries* local ethnic and language groups*

Contributing tertiary education outcomes: areas for focus

• Strong foundations in literacy, numeracy and language

• Successful transitions from schooling

• Skills and competencies for productivity and innovation

• Skills and competencies for social and cultural development

Contributing tertiary education outcomes: areas for focus

ii. Creating and applying knowledge to drive innovation Connections between institutions and firms

iii. Strong connections between institutions and communities Links with employers in design and delivery of

courses; identifying competencies and ensuring adaptable workers

Support development of globally competitive firms

Context: Statement of Education Priorities (STEP)

1. Increase success for young NZers < 25; Level 4 and above

2. Increasing literacy and numeracy in the workforce

Productivity gain

3. Increase delivery of skills to meet regional and national industry needs

Adaptability, innovation Links with employers and industry

4. Improve research connections to create economic opportunities

Context: Better work, working better Labour market and employment strategy

Workforce skills and abilities A more diverse workforce, with a

consequently greater range of skills, experience, knowledge and aptitudes, enabling greater adaptability

A workforce with a higher level of key skills (critically including literacy, numeracy, communication and strategic thinking skills) which contributes effectively to higher-value-added work and can adapt to changing labour market requirements

Context: Better work, working better

4 Goals1. High levels of participation in high-

quality, well-paid and diversified employment Women, Maori, Pasifika, young, older,

people with disabilities, beneficiaries, migrants and refugees

2. A diverse, adaptable and highly-skilled workforce

Context

National Centre for Tertiary Teaching Excellence

Focus on retention, completion and achievement

Discussion

What implications does this policy context have for your work as applied business educators?

Retention Studies

2 studies

Synthesis of international literature on retention for the Ministry of Education

Teaching and Learning Research Initiative (TLRI) funded project

Retention Studies

Literature review Impact of student support services

and academic development programmes on student outcomes in undergraduate tertiary study 146 studies selected 2 broad ‘discourses’ 13 propositions identified

Retention Studies

Integration discourse (Tinto) Aid students’ integration into an

institution (help them to ‘belong’) Social integration

Assist them to establish social networks Academic integration

Quality teaching, approachable staff, support services, become familiar with academic culture and expectations of the institution

Academic achievement 10 propositions identified

Retention studies

1. Institutions are welcoming and efficient2. Institutions help students establish social

networks3. Academic counselling and pre-enrolment

advice ensures students enrol in the right course

4. Teachers are approachable and available5. Students experience good quality

teaching and have manageable workloads

Retention studies

6. Orientation and induction programmes are provided to facilitate social and academic integration

7. Learning communities are established8. A wide range of services and facilities is

available9. Supplemental Instruction is provided10. Peer tutoring and mentoring are provided

Retention Studies

Adaptation discourse

Institutions themselves change

Adapt their policies, processes and practices to better fit the increasingly diverse backgrounds of students

Retention Studies

3 propositions for adaptation11. The institution ensures there is an absence of

discrimination, so students feel valued, fairly treated and safe

12. Institutional processes cater for diversity of learning preferences

13. The institutional culture, social and academic, welcomes diverse cultural capital and adapts to diverse students’ needs

Retention Studies

Teaching and Learning Research Initiative (TLRI) project 2004-2005

Research integration and adaptation 7 institutions

Universities, polytechnics, college of education

Retention Studies

Methods Surveys, interviews, focus groups

Administrators 30 interviews

Students (first enrolment) 681 survey responses 51 interviews 70 in focus groups

Teachers 137 survey responses 64 responses validating proposed guidelines

TLRI project findings:Student questionnaire

Withdrawal 23% - 58% considered withdrawal 29% withdrew (Institution F)

Reasons Too much going on in my life (43%-49%)

(Non-institutional) Workload too heavy (32%-33%)

Did not suit the way I learn (44% G) Wrong course, too difficult,

teaching quality (35% F) Wrong course, teaching quality (21% D)

TLRI project findings:Student questionnaire

Kept studing after considering withdrawal Determined to succeed (76%) Managed my workload (49%)

Did not consider withdrawal Determined to succeed (92%) Achieving my goals (89%) In the right course (83%) Managed my workload (62%)

TLRI project findings:Student interviews

Good teaching was important Characteristics

Friendly, helpful, obliging, authentic, approachable, respectful, supportive

Enthusiastic, passionate about subject Treat students like adults Have good communication skills Do not talk down to students Relate subject to real life experiences

TLRI project findings:Student interviews

Are flexible Are willing to help individual students Set a manageable workload Assess fairly Have smaller class sizes Make learning exciting

Talk about their own experiences, linking theory and ‘real life’; making learning relevant

Use humour, make learning fun Cater for learning styles

TLRI project findings:Teachers

Many were adapting their practice to cater for a wide range of student needs

Bridging students from culture of origin to academic culture to enable success

Dual socialisation rather than cultural suicide

TLRI project findings:Teachers

“I want to find a place to start identifying with them personally, for communication purposes and to ascertain their learning needs. What they are comfortable doing, at what point they begin to move out of their comfort zone and the level of support and independence they need”.

“I will do what I can to help any student who needs help …”

TLRI project findings:Teachers

Some rejected the adaptation discourse: “I treat all students equal. Any

difference would set one up for the accusation of favouritism”.

“It works better if they understand our culture and can integrate into our academic style”.

Adaptation practices in teaching

Relate content to the students Include Maori theoretical models Incorporate Maori language for

concepts Examples of Pasifika material Chinese company case study Yuan and Yen currency Stories and examples to make it real Use learners’ experiences – validate

them as subject matter

Adaptation practices

Variety in assessment Oral and group Assessment in Te Reo Flexibility with deadlines Focus on success – “glass half-full” Involve students in decisions about

assessment Assessment scenarios – inclusive

names

An important reminderfrom one teacher

“It is important to recognise that within each culture there is individual diversity. To fail to acknowledge that diversity is to stereotype … It is important to not make assumptions about people’s culture based on their ethnicity or nationality”

Retention Studies

TLRI project: Guidelines for practice1. Foster an institutional culture where good

teaching is valued2. Create an institutional culture that is learner

centred3. Foster positive relationships between

students and staff4. Cultivate high quality teaching5. Ensure sound academic advice is available

Retention Studies

TLRI project: Guidelines for practice6. Provide and maintain facilities, resources and

student services necessary to support quality learning and teaching

7. Restrict class and tutorial group size so teachers can establish rapport with each student

8. Monitor student performance and operate an early warning system

9. Be wary of generalised guidelines; research your own institution

Discussion

Taking into account the current policy context, which of these findings have a place in your practice?

Implications for your practice

Educating the business workforce of the future Leaders and managers Workers Diverse workforce Increased skill levels

Including ‘soft’ skills e.g. getting on with others, working together

Adaptability

Implications for practice

Government policy context: TES2 STEP Labour market strategy … Tertiary teaching quality Retention and completion Increased educational achievement Diversity in the workforce Adaptability, innovation

Implications for practice

Ideas from the adaptation discourse Change institutional policies, processes and

practices to increase achievement levels of an increasingly diverse tertiary student body

Adapt institutional cultures – welcome, value, respect students from diverse backgrounds

Foster students’ sense of belonging Monitor their social and academic integration

and intervene early if necessary Provide pastoral care

Implications for practice

Develop genuinely student-centred teaching practice

Foster positive relationships/rapport with students

Extend our own understanding of different knowledges and ways of knowing

Relate learning to students’ knowledge and experiences

Use assessment practices appropriate for students from diverse backgrounds

Be flexible, adaptable, innovative in our own practice

Retention articles

Literature reviewFull documenthttp://www.minedu.govt.nz/web/downloadable/dl10247_v1/ugradstudentoutcomes.pdfSummary documenthttp://www.minedu.govt.nz/index.cfm?layout=document&documentid=10245&data=l

TLRI projectFull documenthttp://www.tlri.org.nz/pdfs/9209_fullreport.pdf Summary documenthttp://www.tlri.org.nz/pdfs/9209_summaryreport.pdf