builds on work of the derbi project – student enrolment (1 st year jhs)
DESCRIPTION
Exploring early indicators of ‘at risk’ students; using JISC SETL (“Student Engagement Traffic Lighting”) as a case study Jean Mutton, Project Manager & Jake Hibberd, Project Assistant “Digging for Gold” HEA Conference , NTU, June 2012. - PowerPoint PPT PresentationTRANSCRIPT
www.derby.ac.uk
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Exploring early indicators of ‘at risk’ students; using JISC SETL (“Student Engagement Traffic Lighting”) as a case studyJean Mutton, Project Manager & Jake Hibberd, Project Assistant
“Digging for Gold” HEA Conference, NTU, June 2012
www.derby.ac.uk
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• Builds on work of the DERBI project – student enrolment (1st year JHS)
• Service design & enhancement techniques e.g. blueprinting, story-telling, modelling
• Current students – focussing on retention, progression and achievement
• Project runs from 1 March 2011 to 31 August 2012
www.derby.ac.uk
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Intended Outcomes
• Scoping out of an IT solution to ‘traffic light’ students who may be in need of additional support ultimately improving retention, progression and achievement
• Academic and support staff access to this information: not intended to be a student facing/self diagnosis tool – but that may come later
• Supportive, university-led interventions• Review of support mechanisms and
communications
www.derby.ac.uk
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Methodologies• Project committee• Academic literature• Statistical research
– Withdrawal calendar– Progression & completion statistics– “Risks” of changing study
• Student personas and storyboarding• Service mapping• Face-to-face contact with students and staff• Sector practice and JISC clusters
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Academic background• The concept of “engagement” is too difficult to pin one single definition
to (Trowler, 2010)
• “…one of the most significant periods of crisis for first year undergraduate students is at the immediate commencement of their studies.” (Fitzgibbon & Prior, 2006, p.18)
• Dropping out is not always negative for the student; an institution’s perception of withdrawal is not always reflected in certain individual experiences (Quinn et al., 2005)
• “Institutions often use assessment to explain why something has failed but pay little attention to explaining why something succeeds.” (Siegel, 2011, p.13)
www.derby.ac.uk
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2008-11 Completions and Withdrawals
18.2%
74.2%
45.2%
81.8%
25.8%
54.8%
0%
20%
40%
60%
80%
100%
No change Specialised change Non-specialised change
Type of change
Per
cen
tag
e o
f to
tal
Withdrawn
Completed
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Bringing all of this together…
• Student Dashboard – both staff- and student-facing versions
• Improving support mechanisms (formal and informal)
• Identifying areas of good practice• Informing other projects where relevant• Ongoing recommendations to the University’s
Executive
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References- Fitzgibbon, K. and Prior, J. (2006) Students’ early experiences and university interventions – a
timeline to aid undergraduate student retention, Widening Participation and Lifelong Learning, 8 (3), pp.17-27.
- Quinn, J., Thomas, L., Slack, K., Casey, L., Thexton, W. and Noble, J. (2005) From life crisis to lifelong learning: Rethinking working-class ‘drop out’ from higher education, (York; Joseph Rowntree Foundation).
- Siegel, M. J. (2011) Reimaging the Retention Problem; Moving Our Thinking from End-Product to By-Product, About Campus, 15 (6), 8-18.
- Trowler, V. (2010) Student engagement literature review (York: Higher Education Academy).
- Yorke, M. and Longden, B. (2008) The First-Year Experience of Higher Education in the UK; Final Report (York: The Higher Education Academy).
- Zepke, N., Leach, L. and Prebble, T. (2006) Being learner centred; one way to improve student retention? Studies in Higher Education, 31 (5), pp.587-600.
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For further information visit:
www.derby.ac.uk/ssis/JISC-projects
or
http://twitter.com/myderbi