Sue Purnell

Kirsty Hooper

University of Liverpool

So long, Auf Weidershen, Adios: Issues in the retention of commuter Students in

Language and Area Studies

OUTLINE Context Profile Research project Transition Cycle Action Results Discussion Next steps

CONTEXT

University of Liverpool –A Russell Group University School of Languages, Culture and Area Studies (SOCLAS) Relatively high attrition in a University with good retention

stats

WHO ARE THEY, ‘LOS DESAPARECIDOS’?

Almost 30% attrition:

High % of ‘local’ students –Liverpool and the North West

Commuter students are over- represented. They are also often First in family Mature (21+) Coming in through Widening Participation

Many enrolled in Joint Honours

RESEARCH PROJECT

We want to know:

Why is this happening?Who are the most at risk?Where in the transition cycle are the major

problems?

Action research project in the first year Hispanic Studies programme, with guidance /advice from Ed Dev

CONTEXTPreparationPhases 1 & 5

PromisesInformation

Expectations

EncounterPhase 2

Academic Induction Social OrientationClarity of Purpose

AdjustmentPhase 3

Learning CommunitiesTime on TaskAssessment

StabilisationPhase 4

EngagementBelonging

Academic competence

The Student&

The University

(Purnell, 2002)

The Transition Cycle

ACTION RESEARCH: FIRST STEPS

Discussion with staff/students

Issues identified that might be leading to attrition

Changes to 2007-08 induction

On-line Questionnaire (Nov 2007) All first year Hispanic Studies students

Analysis continues

QUESTIONNAIRE RESULTS-48 RESPONDENTS IN TOTAL

General

55% living in Halls of Residence, 37% at home , 8% in a flat 25% did NOT have a clear idea of what they would be studying, even after induction 29.4% did not know who to talk to if things were not clear 14.3% did not feel the assignment expectations were made clear 29.4% had considered giving up their studies

Those who had considered leaving (10/48)

30% live at home 50% came to Liverpool because it was close to home 50/50 split – those who felt they had a clear idea of what to expect, and those who

didn’t

QUESTIONNAIRE RESULTS

Those who had considered leaving (continued) 90% felt their questions had been answered at induction BUT 30% still didn’t have a clear idea of the progress of the degree. 66.7% did not feel they had got to know others during induction How had their studies had gone?

44.4% had done better than expected 22% as expected 33.3% worse than expected

90% felt assignment requirements were clear, 75% now feel they have made friends 40% had not met with their personal tutor

DISCUSSION

Changes in the school curriculum Widening participation –lack of targeted support Expectation mismatch Challenges of being a ‘commuter student’ The role of induction in both social and academic

integration

NEXT STEPS More small group seminars Re-allocation of staff responsibilities: Year tutors, Mature

students’ adviser Improvements to communication and timetabling Increased monitoring of attendance, and follow up of

non-attenders On going improvements to induction Follow-up surveys Drop out rate so far in 2007-08: 15%