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Lecturer’s perspective on enhancing student retention, progression and continuation

at the University of Northampton.

2017/18

Authors: Phil Bowen Isabelle EvansRichard Rose Andy Pilkington.

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Contents Page

1. Introduction 42. Methodology/ methods 63. Findings 94. Conclusions 475. Recommendations 59

References 61Appendices 64Appendix 1. If you have answered "no" to the above question, please explain why? Question 6 is: Reflecting on the demands of your other responsibilities, do you think that you have sufficient time to engage with students?

Appendix 2. If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 9 is: I think that university staff could support students transition to higher education study more effectively.

Appendix 3. If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 11 is: Having the same module tutor for each year of the undergraduate programme would be helpful in improving student retention.

Appendix 4. If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 13 is: I think academic staff could be more effective in supporting students.

Appendix 5. Please explain how you think non-academic staff could support students.

Appendix 6. If you have answered "agree"/ "strongly agree" to the above question, please explain how, why, and when this could be done. Question 16 is: I think that the personal tutor could have a greater role in student experience.

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Appendix 7. If you have answered "agree"/ "strongly agree" to the above question, please give examples. Question 20 is: Could lecturers support students, encouraging them to focus more on social skills and personal development?

Appendix 8. If you have any examples, please give reasons why students have withdrawn from a programme or module.

Appendix 9. Please explain as to what could have been done differently to help retain the student in a programme or module at the university.

Appendix 10. If you have answered "yes" to the above question please explain: Question 30 is Do you think that there is a link between student participation and retention?

Appendix 11. Please provide any other constructive comments and information that you feel would be helpful in developing student participation and retention.

Appendix 12. Interview questions.

Appendix 13. Participant consent form.

Appendix 14. Word cloud (from Interview transcripts).

A note of thanks: It is very much appreciated the time and effort members of staff have given to participation in this study. I also want to give a big thankyou to Professor Richard Rose and Andrew Pilkington in the advice and support provided.

Within the content quotes are given from interviews undertaken. Names have been changed and means of identification have also been removed. The quotes that are not associated with a name are attributable to statements provided within the open questions in the questionnaire. Unfortunately, not all quotes and statements can be included within the document. Those shown are used to support and underpin the discussion.

One massive thanks to Isabelle Evans who spent hours and hours of time transcribing the interviews.

Thank you to all.

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1. Introduction

Fredricks et al. (2004) refers to types of student engagement that include:

behavioural, emotional, and cognitive, that are linked to lecturer achievement.

Engagement can include knowledge provided by the tutor, activities with peers and,

resources (for example text books, on line material).

Student self-regulation is associated with how the student feels about their learning

experience (Henrie et al, 2015). Henrie et al (2015) add that emotional engagement

is how students relate with others that may lead to students’ experiencing frustration

or boredom. It may be that some students need greater incentives than others to

engage with the learning experience (Chen et al, 2014). The student may feel

anxious or overwhelmed (Owston et al, 2013). These may be reasons why students

decide to withdraw from their studies.

McDonald (2012) suggests that effective time management and course management

are important skills for the student. Enhancing student interaction is important as is

creating a sense of belonging and community (Ruiz et al, 2006). These are

examples of that which could be developed to help student retention. Chen et al

(2014) comments that lecturer staff should be aware of the transactional distance

between them and the student and identify the importance of promoting a positive

learning environment. It may be that students feel that they cannot approach the

member of lecturer staff due to cultural/ background/ personal reasons. It is the

lecturer who implements and engages with change and it would helpful to find out

what their views are to improve student retention.

Earlier research has been carried out by Pritchard et al (n.d) titled “enhancing

student success -learning and teaching, and assessment.” The focus of this research

is on retention, progression and continuation in the first year at the University of

Northampton. Qualitative and desk research is undertaken which included student

focus groups and 13 staff interviews from chosen programmes together with analysis

of documentation from other Higher Education institutions. The findings suggest that

students are more likely to engage when there is a mix of learning and teaching

methods that includes mobile phone applications when compared to traditional

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methods of assessment. Students expressed preference for interactive sessions.

The findings also suggest that it would be helpful to have study skill support for

transition from level 3 to level 4. This included a desire to have further information to

help students make informed choices and support with assignments. Staff members

expressed the view that the PAT system is not fit for purpose and more time and

resources should be given to Personal Tutors and health services to support student

learning and experience.

1.1. Purpose of study

The purpose of this study is to find out the lecturer’s perspective as to why students

withdraw, what they could do to help the retention of individual students, what the

University of Northampton could do to help student retention. It builds upon earlier

research carried out by Pritchard et al (n.d.) focusing on findings from lecturers.

Studies are regularly carried out associated with student retention (For example:

Crosling, Heagney and Thomas, 2009; Harackiewicz and Priniski, 2018; Kahu and

Nelson, 2017; Thomas, 2002). This study adds to existing literature associated with

the lecturer’s perspective. It is proposed that the findings from the questionnaire and

interviews can be incorporated into the University of Northampton’s policies and

procedures with the intention of improving student retention.

Questions being addressed are:

1. What themes are identified associated with lecturer’s perspective on

enhancing student retention, progression and continuation at the university of

Northampton?

2. Should there be acceptance of not being possible to please all the students all

the time?

3. Is there a perceived link between retention and participation?

4. What recommendations materialise from the findings, to help enhance student

retention, progression and continuation at the university of Northampton?

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2. Methodology/ methods

Research methods are associated with the tools, which Gerring (2012) refers to as a

specific protocol for gathering and analysis of data. In this study, the tools being

used include a questionnaire and semi structured interviews which can be described

as different ways in which data is collected, analysed and evaluated (Wilson, 2014).

A word cloud from interview transcripts is shown at appendix 14. Bryman (2001)

comments that mixed methods could be described more suitably as multi strategy in

which there are multiple levels. Multi strategy approach can include a two-phase

study where quantitative research is undertaken first, followed by qualitative

(thematic) research (Creswell, 1995). This is what is undertaken in this study which

should help answer questions in a systematic and planned approach (Flick, 2011).

Braun and Clarke (2008) state that thematic analysis is widely used in psychology,

however, it is rarely acknowledged beyond. They add that there is no clear

agreement as to exactly what thematic analysis is and it is important not to confuse it

with other approaches such as grounded theory. Boyatzis (1998) comments that it is

a process that can be used with most, and possibly all, qualitative methods,

illustrating data via interpretation. It moves beyond phrases or words from which

codes can be developed, applying the data to themes within the data set (Namey

Guest, Thairu and Johnson (2008). Braun and Clarke (2008) explain that thematic

analysis is a pattern-type analysis within social constructivist epistemology. It is

where patterns emerge that are socially produced identifying themes/ stories across

the data set (across several interviews). Thematic analysis helps to go beyond

surface level and as commented by Braun and Clarke (2014) it can be used widely in

research associated with well-being and health.

In this study thematic analysis is being used which Braun and Clarke (2008) describe

as being flexible, providing a rich and detailed account of data. Newby (2014) adds

that semi structured interviews fit between a questionnaire (in which there is no room

to deviate) and an evolving interview (where goals are known but there are no

expected or known end points). The aim of this study is to combine the strengths of

both quantitative and qualitative research (Griffin and Ragin, 1994) linking concepts

and views, comparing findings with data from different situations and times

(Alhojailan, 2012). In this study a questionnaire, together with semi structured

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interviews, is carried out with lecturers across Faculties at the University of

Northampton.

Phase 1 is associated with quantitative analysis of which there are 75 respondents

from which data are analysed providing findings. An online questionnaire/ survey is

used, in this study, to collect structured information so that variables could be

compared and measured (Seale, 2004) from which broader inferences could then be

made (Silverman, 2005). The online questionnaire is undertaken in December 2017

over a period of three weeks. Lecturers are invited to participate by e mail directing

them to an online questionnaire. When completing the questionnaire, lecturers do

not need to identify who they are, maintaining anonymity. A reminder is sent out after

two weeks. The traditional approach used (for example: hard copies passed to

academics) would likely lead to fewer responses and could be laborious and time

consuming (Marshall, 2002). The advantage of undertaking the online questionnaire/

survey is that it can be accessed by any person who has been invited to participate.

The value of undertaking the questionnaire/ survey provides width (i.e. number of

participants). It enables the questionnaire/ survey to reach a wider sample of

academics increasing the potential number of respondents.

Interviews are undertaken as part of phase 2 making use of qualitative data

explaining why and how a person feels about particular experiences. It provides

insight into how another person(s) feels and thinks, together with greater insight into

experiences, revealing information that may not be identified in a questionnaire

(Kahn and Cannell, 1957; Seale, 2004). The findings from the questionnaire/ survey

may not provide depth. It is, therefore, helpful to delve into further depth by

undertaking interviews, helping to contextualise the findings.

When invites are sent out to lecturers to participate in the questionnaire they are also

asked to confirm by e mail if they would be willing to participate in an interview. A

total of 6 lecturers respond, confirming that they would be willing to participate. A

spreadsheet is produced of names and these 6 lecturers are contacted again in

February 2018 to again invite them to participate and, if agreed to arrange a date for

the interview. Of the 6 lecturers who expressed initial interest, 5 lecturers are

interviewed, suggesting a reasonable balance (three female and two male lecturers).

The average length of the semi structured interview is approximately 30 minutes.

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Interviews are digitally recorded and then transferred to a PC for storage during the

research process.

Appendix 11 provides the interview questions used during the semi structured

interviews. Appendix 12 shows a copy of the consent form sent out to each person

who participated in the interviews. Each person is asked to complete the form and

return it prior to the interview taking place. Names have been changed to maintain

anonymity. The table below provides a summary of those interviewed.

Summary of those interviewed March 2018.Code name of interviewee

Male/ female

Designation Full time/ part time/ zero hours.

Length of service at the University of Northampton

Mandy Female Associate lecturer Zero hours 5 years

Caroline Female Lecturer Full time 18 months

Daniel Male Senior Lecturer Full time 4 years

Michael Male Senior Lecturer Full time 1 year.

Joan Female Senior Lecturer Full time 10 years

Each of the audio recording from the interviews are transcribed and a copy sent to

the participant asking them to check through the content, amend and return. To

maintain confidentiality and anonymity, when the transcriptions are returned the

audio tapes are deleted. Findings from the transcriptions are then analysed and

evaluated.

The findings are subsequently disseminated to stakeholders and at conferences (For

example: Faculty of Education Research Student Conference, Faculty of Business

and Law Conference, Northampton’s Learning and Teaching Conference). This is

subject to acceptance at the conference(s).

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3. Findings.

A questionnaire/ survey is undertaken in December 2017 to find out lecturer’s

perspective regarding student retention and participation.

A total of 75 people respond. One person states that they do not wish to participate,

however sub totals in the questionnaire/ survey suggest that 75 people engaged with

the process.

There appears a good balance of those who participate, that included length of

experience, nature of tenure, and designation. The tables below provide a summary

of the findings.

Table 1Length of experience.

Less than one year

1 year to 5 years.

6 years to 10 years

11 years to 20 years

21 years and over.

1 22 14 25 12

1.35% 29.73% 18.92% 22.78% 16.22%

Table 2Nature of tenure

Full time Part time Sessional (term time

only) Hourly paid

63 6 0 6

84.00% 8.00% 0.00% 8.00%

Table 3Job designation

Professor

Associate Professor

Principle Lecturer

Senior Lecturer

Lecturer

Associate

LecturerGraduate Tutor

1 3 5 48 9 5 1

1.37% 4.11% 6.85% 65.75%12.33

% 6.85% 1.37%

For the purposes of this study a lecturer is an academic who engages with student

learning on line or in workshops/ seminars.

Q6: Lecturers are asked if they had sufficient time to engage with students. 46%-

(34) lecturer feel that there is sufficient time to engage with students. However, 51%

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(38) lecturers feel that there is insufficient time. 1.35% (1 lecturer) states that they

did not know and 1.35% (1 lecturer did not wish to answer).

Graph 1.

Yes46%No

51%

Don't know1% Do not wish to answer

1%

Do you think that you have sufficient time to engage with students.

If they answered no, lecturers are asked to explain the reason why (Q7). 38

lecturers respond to this question. One of the main themes that comes out of this

question is “workload”. One lecturer comments that there is “very little time or

space within my workload to spend the type of intense time outside the classroom to

get to know students individually - this only tends to happen with a small handful of

students, and usually those who are fully engaged, committed and happy with their

studies.” Another lecturer states that their “workload has increased substantially

(particularly since the re-structuring) and now covers a range of requirements, of

which student support (in various forms) is a part but one that gets insufficient

recognition in the workload tariff (and get squeezed by other day-to-day tasks).”

Overlapping with workload, lecturers also appear to experience challenges with

competing demands. For example, one lecturer comments that “I am a programme

leader as well have having a teaching load. I find that the programme leadership

takes up a lot of my time, way more than the hours I am allocated. Furthermore,

admin support has completely disappeared now which puts added strain on my time.

Therefore, the time I have to engage with students, apart from the classroom, is

limited.” Another lecturer adds that “Taking the super supportive approach requires

time and effort from the lecturer to be able to proactively address students that are

not engaging. When workshop material is being tested for the first time, other

services within the University demanding administrative tasks from lecturers there

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just isn't enough time in the working day to sit down consider ways to engage with

students that are absent.” Adding to the demands placed on lecturers “the hours

allocated to supervision (MA and PhD) are ridiculous and barely enough to read their

work. Anything else i do for the students comes out of my time and it is not in my

workload”. As one lecturer comments there are “Too many responsibilities”. This is

supported by another lecturer “I can engage with some or the majority of them, but

the problem comes when there are students with particular problems and issues that

take time. I often don't have the time to really deal with this and I often feel I'm

passing them on to other services. I rarely get the chance to speak to them about

how/if the additional support is working.” A part time lecturer feels that “because I'm

part time I am limited on days to meet with them. They have other lessons and it's

hard to find time.”

Themes identified are summarised in the table below.

Table 4.Themes associated with demands of other responsibilities Q7- If you have answered "no" to the above question please explain why? Question 6 is: Reflecting on the demands of your other responsibilities, do you think that you have sufficient time to engage with students?Number Theme- (Demands)

1 Workload2 Administrative demands3 Competing demands4 Different demands for Associate Lecturers

compared to those full/ part time. 5 Large class size6 Mismatch 7 Pastoral duties8 Time demands

The themes associated with demands of other responsibilities is shown in more

detail at appendix 1.

Q8: When lecturers are asked if undergraduate students adjust well to academic

demands 49% (37 lecturers) strongly disagreed when compared to 24% (18

lecturers) who agreed. Caroline feels “quite shocked [….] when I started about the

gap [….] in some peoples academic ability [….] I really hadn’t expected it to be quite

so poor as it was and that’s not just one or two limited cases.” Mandy adds that “over

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the years, taking people with lower and lower grades and [….] occasionally we are

having students who maybe haven’t even got a decent GCSE in English. That leads

onto issues, I think when students come to write assignments. Because if your

written standard of English isn’t very good, it will show itself in the assignment. And it

makes it harder for the lecturer to mark it because it is harder for the lecturer to

[understand] what the student is trying to say.”

Joan feels that mental health is an area of concern that needs to be addressed. The

university does not appear to be “quick enough to deal with students with quite

serious mental health concerns. [W]e are lecturers. We are not mental health

professionals but often we are the ones on the front lines because we see them all

the time. Joan adds that “most certainly in the last two years the rise in mental health concerns in our students has absolutely skyrocketed.” Joan adds that

she doesn’t know if this is “sector wide or whether this is specific to the area that I

teach in but it is something that I have really noticed. And what do we, what do we

do? How can we best support that, how can we help them when we are

overstretched? That worries me.” Joan suggests that “if all staff were mental health

trained at least then we are in a better more empowered position to know how to

help our students.”

Reflecting upon first year student intake Joan feels that it is important to provide the

“correct teaching and the correct support and enough one to one time [….] The

problem is if that you are understaffed and you are tired you’re not always going to

be able to keep an eye on everybody, if you’ve got a massive class it’s quite easy to

miss people. And the difficulty then is that people slip through the net and if they are

slipping through the net because they have social anxiety disorder, or they are very

depressed, or they have agoraphobia or whatever it is, and we have not been able

to identify what that is and get a support plan in place for them then what are we

going to do.”

When Daniel is asked the same question, he provides an example of student

engagement in an online exercise. He comments that “some of them managed their

time really well [….] Others just did three posts right at the start or left it right until the

end to do it. So there was still poor time management from a lot of people and I think

that [….] because it was a new situation, something they [….] weren’t used to, they

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found that hard to adjust to, managing their own time.[….]. Daniel then goes on to

reflect upon mature students suggesting that “the big thing for them is imposter syndrome, I shouldn’t be here, [….] what am I doing at university? [….] can I do it,

can [….] I actually write an essay? [….] how am I going to adjust, how am I going to

cope with [….] doing stuff on the computer or interacting with the electronic

systems? So there’s a lot of fear factor for them there.”

Michael points out that when comparing school and university “learning takes place

in very different settings [….] they [students] are not quite sure how to act towards

us [….] academic staff. [….] there is a difference in the dynamic of a relationship

between an undergraduate student and their lecturer compared to what they’ve

experienced at school or college, [….] I don’t really think they quite understand that,

how that works. Some of them don’t work it out at all [….] it takes [….] a long time.

[….] students are likely to have about twelve maybe hours of contact time […..] They

often don’t know how to deal with this new-found freedom. [In their past experience]

if they didn’t turn up to something, somebody was on their case straight away, you

know [….] where were you yesterday. That doesn’t happen if you miss a lecture here

at our university. [….] we ask them to engage with, academic texts [….], journal

articles. That for some is something very different so you may have engaged with

reasonably academic material if you’ve done A-levels but if you’ve done Btec’s for

example [….] that’s something completely new, that’s very difficult and quite

intimidating [….] large part of that is the whole kind of critical thinking thing that we

expect at higher education, [….] They’ve got no idea, what that is, what it means,

how they achieve it….”

This does suggest that students may need support to help them adjust to academic

demands helping students to appreciate and understand the difference in culture and

that the approach to learning has changed.

To delve a little further into this area (Q9) lecturers are asked to reflect on the

statement in the questionnaire/survey: “I think that university staff could support

students transition to higher education more effectively”. The question is further

divided into two -undergraduate and post graduate students. The findings show that (Q9a) when asked about undergraduate students, 63% (47) lecturers agreed/

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strongly agreed; whereas 14% (11) strongly disagreed/ disagreed. 23% (17

lecturers) neither agreed nor disagreed.

Michael asks a rhetorical question “do we actually really give any thought to that

transition?” He then suggests that it may be helpful to liaise with the “school sector

and the further education sector to think about these sorts of things.” Joan suggest

“going out into schools or colleges to do visiting days.”

Mandy states that “we should be, a united team in trying to help the student

progressing into higher education. [….] they have I guess, the non-academic staff

have some role to play in how they signpost people to courses.” Caroline concurs

with this adding that she is “not entirely sure that the non-academic staff [….] and

the support services are geared as well as they should be either around the

academics or around the students [….] the services are there and when people use

them they’re very good but I don’t think it’s always very easy for students to access

them [….] services should be more visible in this building and in other buildings and

they should be coming out to students rather than students and academics being

pushed to go and see them at a time of their choosing and convenience.” Daniel also

feels that students are “passed from pillar to post, whereas if there had been

somebody who could give a clear answer straight away and inform them of it that

would’ve allayed a lot of fears for them.”

Q9b: When asked about post graduate students 39% (24) lecturers agreed/ strongly

agreed; whereas 17% (10) strongly disagreed/ disagreed. 44% (27 lecturers) neither

agreed nor disagreed.

Graph 2

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Strongly disagree 3%Disagree

12%

Neither agree nor disagree23%

Agree43%

Strongly agree20%

University staff could support undergraduate student transition to higher education more

effectively.

Graph 3

Strongly disagree 2%

Disagree15%


Agree26%

Strongly agree13%

University staff could support post graduate student transition to higher educaiton mode

effectively.

Q10: Lecturers are then asked to explain how university staff could support student

transition to higher education more effectively. This question received a wide number

of responses shown in appendix 2. However, the main themes included

“Conducting sessions on study skills rather than the students relying on on-line

information” and by “building in scheduled learning support time to the early

programme taught modules”.

Daniel suggests that “one of the difficulties is that a lot of courses don’t interview

anymore. And I think you can learn a lot from interviews and deal with a lot of

questions and worries and fears at that stage.” Joan suggests to “go and talk to

them [students]. [T]here’s an awful lot to be said for personal conversations [….]

However, this appears easier said than done as “the problem is [….] time, we’re just

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so overstretched because [….] we can’t spare anybody to go and do that sort of

thing so my [….] my plan to try and get that kind of engagement is to invite them to

us instead.”

One lecturer felt that “more transitional activities early in undergraduate programme

would enable a better transition and more adjustment to the demands of their

courses.” Another lecturer sought to expand on this “Two of the biggest challenges I

face in supporting students as they transition into Higher Education are 'educational

trauma' and 'unlearning'. A lot of students arrive at the University having had

educational experiences that seriously undermine their self-worth and self-efficacy.

They have picked up message that they are 'thick' or 'not good enough', and live in

dread of having those messages confirmed. We do little to really help them

overcome that level of trauma, and I believe trauma is the best word for it. Secondly,

students arrive with a model of passive learning and 'learn to the test' model of

learning. They have been told to digest what they are told and regurgitate it in

assignments, then forget it and move on. We cannot expect students to instantly

forget that model of learning and engage with autonomous, interdependent active

blended learning without extremely carefully thought-out scaffolding processes

which simultaneously help them unlearn one set of study habits whilst developing

another. I see lip-service paid to this, but no real commitment to it.”

Daniel suggests that supporting student’s transition to higher education more

effectively could be smoother. “So that [….] there are fewer uncertainties for the

students and they’re more prepared for what they might be might be facing and

they’ve got the avenues to deal with it.” Daniel adds that “for stuff to be effective, we

need to know what the student’s need [….]. They need the opportunity to feedback

to us about what we’re providing for them.” When asked the same question, one

lecturer felt that the university “is doing next to nothing to support undergraduate

students with the transition. We give them a 1 hour session in welcome week about

the transition and that is pretty much it. They are then expected to work out

themselves how to adapt - we still work on a 'reactive' approach - dealing with

students when they come to us, rather than a proactive approach in regularly

checking student progress.” It is also “making sure that people are ready for what’s

coming up [….] making sure that they’re prepared for the demands of it.”

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Similarly, at the other end of the study spectrum (PhD level) another lecturer felt that

the university had become too mechanistic “while pretending to be 'support

supportive'. The support in mainly done by non-academic staff and while this is a

good start, i think students want their lecturers to have time for them. At the end of

the day they come to university to be with the lecturers and not with support staff

who might or might not have an understanding of the course, module or programme.

This is particularly the case for PhD students who are left to the 'mercy' at times of

their supervisors. There is little monitoring of supervisors and some of them are less

than supportive. I know that some PhD students feel lonely and isolated and some

complain that their supervisors are either not available or not responding to emails.

In regard to PhD students there is a need to have formal monitoring and support

people in each faculty and some supervisors to stop behaving like prima donnas or

thinking that the supervision is a sacred garden nobody can enter.”

Daniel suggests that it would be helpful to make students “aware of the situations

they may face; making them aware of the differences between the A-level courses

they’ve been doing and the expectations of them at university and the pitfalls that

they might face. And giving them the avenues [….] what to do. For example the PAT

system, for example [….] what learning development is available [….] and what

tutors can do for them.” Daniel goes on to explain that the key thing with mature

students “is talking to them and listening to them. It’s as simple as that, making

yourself more available to them, being able to respond to emails straight away, so if I

if I get an email at ten o’clock on a Sunday night I will respond to it, [….] because

those students their time is so pressured, that they need that instant response.”

To try and help overcome the challenges experienced one lecturer suggests that

there “needs to be common modules for all new students, at UG and PG levels, to

ensure all students are taught how to use Harvard referencing, to write in the correct

style as required by various assignments, the use of academic language, and basic

lessons around what is expected from them at University, compared with their

experience of secondary school. It is clearly not sufficient to rely on students seeking

their own help around these issues: and only the better student will bother, which

makes the gap wider between the bottom and top of any one group of students.”

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Michael suggest that it may be helpful to have “some contact in a meaningful way

with students before they arrive [….] could we get them in for a week, a day, a

weekend [….] get them to feel comfortable with the institution, the staff, with ways of

working, set expectations, manage expectations. [….] very much about welcoming

about congratulations on being here about allowing students time and space to meet

each other, form relationships that will last, form some kind of relationship with staff.”

Michael adds that “You do all that stuff in welcome week then you see them in week

three [….] they don’t remember any of [the welcome week] because [….] they’re

worrying about so many other things at that stage, that psychological [….] cultural,

personal adjustment of going to university and that’s [….] such a big thing.” Michael

concludes by recommending “an effective, consistent [….] well organised, properly

resourced personal tutoring system where staff get time for it on balance of

duties….”

In summing up the findings a lecturer commented that “It is very difficult to comment

on a group of students en masse. I have worked in HE for a long time and it has

always been the case that some students are able to manage the transition and

some students are not. It is not about the students per se, but the pressures on the

students. When a maintenance loan only just pays the rent, most students have to

work, so is it any surprise that they are not engaging with what is offered? Even if

further support was offered, it is unlikely that students who most need it will engage

with it. Students who have funding/emotional support from friends and family tend to

be most engaged.”

Appendix 2 provide the list of responses associated with this question. However, the

table below provides a sample of the main themes.

Table 4.Themes associated with student transition.Q10- If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 9 is: I think that university staff could support students transition to higher education study more effectively.Number Theme- (Student transition)

1 Welcome week- 1 hour session2 Background information of student3 Common modules for all new students. 4 Communicate more clearly expectations5 E learning skills

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6 Insufficient time7 Introductory sessions and assignments8 More language focus9 Pastoral care

10 Personal interest in student11 Pressure to recruit12 Quality of teaching material13 Study skills14 Setting time outside workshops15 Summer school for mature students16 Support too mechanistic.17 Timetabling errors18 Transition is rushed19 Using activities to engage students

Q11: It may be that having familiarity with the same lecturer over the period of study

could help engage students, improving retention. The participants are therefore

given the statement: “Having the same module tutor for each year of the

undergraduate programme would be helpful in improving student retention.” 26%

(19) lecturers agreed/ strongly agreed; 39% (29) strongly disagreed/ disagreed and;

35% (26 lecturers) neither agreed nor disagreed.

Graph 4


Disagree27%


Agree22%

Strongly agree4%

Having the same module tutor for each year of the undergraduate programme would be

helpful in improving student retention.

Q12. Lecturers are asked that “If you have answered "agree"/ "strongly agree" to the

above question, please explain how.” Question 11 is: “Having the same module tutor

for each year of the undergraduate programme would be helpful in improving

student retention.”

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It appears that the question may not have been clear enough. One lecturer advised

that “I am not sure what the question means. Is the question about having year

tutors? Or is it about saying that a module tutor must stick with a module for a period

of five years? This may not be possible in practical terms given staff changes etc.”

The point made is appreciated. The question could have been rephrased to include

reference to having the same tutor in each year of the programme, that may cover

different modules.

Responses received suggest that “The question is entirely academic, as it's simply

not practically possible to do so.” Another responded suggesting that “they did not

think that “every student relates well to every tutor, and if a student is stuck with a

student that they don't like, I think that would not help student retention. Again, I

think we need personalisation. Why is there an assumption that every lecturer will

make a good tutor? Can we not focus on those who are good tutors and enjoy the

role, and more importantly, those that students can relate to, and giving them time

and space to offer really high quality tutoring and not assuming everyone should do

everything?” In support of this point another lecturer felt that “Students need to learn

to work with different people. It is part of their employability skills. We need to be

careful not to smother our student and wrap them in cotton wool”.

8 lecturers felt that having the same tutor for each year of the undergraduate

programme would provide consistency in which “relationships are forged in the first

year and students may feel that someone is overseeing their progress.” It would also

help “build a relationship and confidence with the student which may encourage

them to seek support earlier with any issues.” One lecturer felt that having “one

lecturer that students can spend time with each week and is consistent throughout

all three years would […..] enable the University to be super supportive.” It does not

need to be a module tutor. It “could be PAT but someone they know and trust.” Two

lecturers advised that they already did this. It “seems to work well. By the final year

the dissertation tutor takes over somewhat from the PAT, but it's good for students to

build up a relationship of trust with a PAT over more than 12 months.”

The table below provides a sample of the main themes derived from this question.

Appendix 3 provide the full list of responses.

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Table 5.Themes associated with having the same module tutor for undergraduate programmes.Q12- If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 11 is: Having the same module tutor for each year of the undergraduate programme would be helpful in improving student retention.

Number Theme- (Having the same module tutor)1 Consistency2 Continuity3 Already do it4 Relationships/ confidence5 Could be PAT. 6 Do not understand 7 Familiar face8 Student focus9 Do not agree.

10 Students may not relate to tutor.

Q13: Participants are then given the statement “I think academic staff could be more

effective in supporting students.” 48% (36) lecturers agreed/ strongly agreed; 21%

(16) strongly disagreed/ disagreed and; 31% (23 lecturers) neither agreed nor

disagreed. This is shown in the graph below.

Graph 5.


Disagree20%

Neither agree nor disagree

31%

Agree37%

Strongly agree11%

Academic staff could be more effective in supporting students.

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Q14. When asked how academic staff could be more effective in supporting students

one lecturer responded saying that “Some do not do enough, some provide amazing

levels of support. Again - its difficult to put everyone in the same group.” Another

lecturer suggested that the “level of support is very variable so more consistency [is]

needed.” One other lecturer expanded on this advising that “depending on the

support needed, an academic might not be the best person to offer support. there is

also a difficult line between offering support and spoon feeding. I'm not always sure

where that line it.” 12 responses received identified with the need for “more time

and better organisation of time”. This included more time associated with “pastoral

care”, “training”, more hours for individual sessions and more hours for different

extra curriculum activities”. As pointed out by one lecturer “staff (incl myself

sometimes) occasionally get to the point where they're not able to effectively monitor

engagement, and students slip through the cracks.”

An interesting theme of consistency appears from the findings. For example: “I

think we could be more consistent in our feedback and should agree the standards -

e.g. of written English that we are going to expect. More levelling of marking and

feedback both within and across modules and faculties would be desirable.” A

recurrent theme associated with the findings is associated with attendance and the

attendance software. This includes a response where the lecturer felt the need to

“have a more consistent approach to attendance issues, extension requests and

also to give first years time to get used to the demands and standards required of

them. Daniel suggests that “one thing that would be good is having the SEATs

system actually working because it’s appalling. I keep a paper register and it’s very

rare that the SEATs actually matches it.”

Joan also suggests that “well the SEATs system could work that would be a nice

start.” She adds that “I haven’t got time to make a list of every single person who’s

missing in my classes and then email student records or whoever it is that deals with

sending out the cause for concern emails and even then I don’t think that structure’s

got any teeth. So that whole system needs an overhaul, the SEATs system doesn’t

work.”

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Another finding is associated personal issues, suggesting the need to “understand

who is a student at our university. The typical student at UoN is now different. More

mental health issues, more home problems and more criminal behaviour.”

One lecturer commented as to “Why don't you want my views if I disagree; is this

study biased towards only wanting positive comments? I wouldn't let my students do

this in their questionnaire designs; it is oppressive and excluding. I am losing faith in

your research intentions and integrity. The response is noted and appreciated. It is

not with intent to “bias” the questionnaire. Nor is intended to be “oppressive” or

“excluding.” One other lecturer felt that “Of course one can always be "more

effective" (more effective than what?). Perhaps this question should be rephrased.”

The desire is to elicit information from lecturers to find out their views and thoughts.

Reflecting on the afore mentioned comments if the question were to be asked again

this question could be rephrased to ask lecturers opinions without including “If you

have answered “agree/ strongly agree to the above question”. This lecturer went on

to say that “Some might be more effective, but the time aspect gets in the way. Many

of the strategies we were asked by [name removed to maintain anonymity] to do this

year (identifying weaker students, offering tutorials, providing formative advice to all

students) takes massive amounts of time, but it is still largely remedial in nature. The

main thing this year was new students not having timetables, not being on NILE,

having half a timetable. having to "click on about nine links before we get to the F'in

timetable"; no academic welcome week timetable, just the union and social stuff;

some students didn't know about any of their course's sessions, others had just one

of three on their timetable. others had totally blank timetables.”

One lecturer suggested identifying with the customer rather than using the term

“student”. They add that “By firmly categorising the student as a 'customer' and

looking upon queries and questions as a sign of engagement rather than a habitual

annoyance. If a business had a £300,000 contract and ignored even one email or

query from its major customer or considered such contact to be an unwelcome

interruption to the daily routine then they would - and should- quickly lose that

business. Why do we see students as different?” As suggested by another lecturer

maybe academic staff could be “approachable with an open door policy. Answering

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emails promptly and knowing how to signpost students. Often we don't know who to

contact or who to send the student to.”

The table below provides a summary of the main findings associated with this

question.

Table 6.Themes associated with academic staff being more effective in supporting students. Q14- If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 13 is: I think academic staff could be more effective in supporting students.Number Theme- (Effectiveness in supporting students)

1 Consistency/ variable level of support. 2 Timetabling 3 Personal issues/ mental health 4 Application, admissions, enrolment. 5 More time needed/ pressure on time6 Workload7 Open door policy/ answer e mails promptly. 8 Knowing who to contact.

Appendix 4 provides a detailed list of responses received from participants in the

questionnaire.

Q15. Academic staff are also asked as to how non-academic staff could support

students. Feedback on this question includes non-academic staff “Being more available.” They add that “There are still too many people behind closed doors,

which is off-putting to any student, and there are now more non-academic staff

located at Avenue campus, away from many students who are based at Park. Some

services for students still close for lunch! This is not ideal when a student may only

have a gap between sessions at lunchtime.” A challenge associated with this is that

support staff maybe located on different campuses. For example “not based on the

same campus, this works against the idea of 'better support'. In my experience,

when non-academic staff were more visible and available, the student experience

was enhanced.” Another lecturer suggests that it would be helpful if non-academic

staff are “more visible and less hidden - there is zero clarity who is responsible for

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what/who - a clear decision tree would help everyone to find the correct department -

and a clear indication of where students can find help”.

One response received suggests that “I really don't think we can support students

any more - we should not be "spoon-feeding" and we are not often equipped to give

them the intensive support many need.” Another lecturer commented that “There are

numerous support systems at the university but these done seem to be instantly

accessible and students are unclear as to who they talk to when they have

concerns.”

A suggestion made is that non-academic staff provide “support/training on resources

(e.g. library, NILE etc). Signposting to sources of information. Providing pastoral

support.” A lecturer suggests to “get more support staff to specialise in this field +

yes I know we have some but more needed” and this includes the “placement team”.

This appears to be a recurrent theme associated with resourcing. For example, “In

the days when professional staff were plentiful, we actually had some good and

effective student support systems. Now student numbers have grown and the

number of professional staff has shrunk, so the results are predictable. In terms of

professional/support staff, we're chronically under-staffed for the number of students

we have. The non-academic staff we do have by-and-large do an excellent job in

impossible circumstances.” This may be why one lecturer suggests “More

accountability on [non-academic] part is expected and they should not pass on the

buck to others - as is what students come and tell us! I have loads to share here."

The suggestion is made that “non-academic staff support needs resourcing

differently to cope with increased demand ie the peaks and troughs across the year

this way it could be more responsive when there is high demand and students need

access very urgently. I do think that students expectations need to be 'managed' to

support all student facing staff ie an etiquette - or SLA type approach in an instant

answer world i think this would help all round.”

As one lecturer comments “We used to have close administrative support for our

courses; our admin colleagues played a crucial role in helping us keep tabs on

students who missed classes - they also helped to chase students up, arrange

meetings etc. After the professional services review a couple of years, we lost all this

support almost overnight.”

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To help cope with the challenges being experienced it is suggested that “On entry,

by ensuring that only those with a chance of success are admitted. Lowering the

entry tariff, as this university has done to an extraordinary extent, helps no one. This

is in the students' own interests. Then, once the students are here, by deploying

exemplary practice as Personal Academic Tutors.” Subject to the demands of better

resourcing, non-academic staff could “call [students] to find out why they aren't

engaging” and to provide “consistent administrative support for courses as well as IT

services which are now very critical for student engagement” Non-academic staff

could also “Help to publish, promote and provide access to guidelines on academic

learning, not just send a link and hope it will be accessed.” They could also take

“more of the administrative tasks off academics and freeing them up to help

students.” Maybe “Specialist advisors with appropriate training and/or more up-to-

date skill sets could (one imagines) be of more use to students….” This could include

“ mental health, finance, etc. “It may also be helpful to work “more closely with

academics.”


question.

Table 7.Themes associated with academic staff being more effective in supporting students. Q15- .Please explain how you think non academic staff could support students.

Number Theme- (Non-academic staff and student support)

1 Being available2 Better resourcing.3 Signposting. 4 More accountability 5 Specialist advisors (e.g. mental health).6 Closer working relationship with academics.


questionnaire.

Q16: To explore the findings a further question is asked associated with the role of

the personal tutor. The statement given is “I think that the personal tutor could have

a greater role in student experience.” 52% (39) lecturers agreed/ strongly agreed;

26 | P a g e

21% (16) strongly disagreed/ disagreed and; 27% (20 lecturers) neither agreed nor

disagreed.


Disagree20%


Agree36%

Strongly agree16%

The personal tutor could have a greater role in student experience.

One of the main themes that came out of this question is having more time. For

example on lecturer said that “I agree that PAT's could play a greater role, however,

the current system relies on the student making the effort to contact their PAT when

needed. One hour per student on the 550 is not enough though, if the PAT role is to

be enhanced.” This is supported by another lecturer who said that “If more time was

allocated to the role, there could be more regular meetings, e.g. to spend more time

looking at performance in assignments, skills development etc. It would require

personal tutors to want to invest time in this though - not all personal tutors would

want to do this.” Daniel comments that where he works “in a fairly big team [….] I

don’t know the students that well. On [….] other courses I work in a fairly small team

and do a lot of work with the students and I know them pretty well [….] and I wonder

sometimes if there’s students especially those who are on joint honours whether

they get a little bit lost in the system, who do they turn to? [….] The other thing I’ve,

we’ve found is the students respond well to particular tutors, so I’ve got some

students who I’m their PAT [….] but they’re not my first port of call, one of my

colleague seem to be their first port of call and vice versa I’m first port of call for

people who I’m not designated PAT for so the tutors, we share the information.”

Other comments received include the need to “be properly recognised in workload

planning terms” as “the current PAT system does not work.” This could be achieved

27 | P a g e

“Through giving a higher profile to the role, better training and more hours on the

workload tariff” and to “Timetabled sessions [….] to promote the importance of the

PAT system.” Another lecturer added “I don't see much use of PATs in second year,

and many students (and staff!) don't really understand what the PAT is "for" - clarity

of function could be improved.” Also stated is that “For my own subject area I feel we

are now having a much more 'bespoke' conversation - so what do you want to

achieve aside from your degree..ie travel, volunteering, expanding skills for

employment or creativity or work life balance. A more holistic PAT approach. I do

think this type of PAT approach could be done elsewhere though where the ratios of

students to staff are high clearly they need to address this otherwise every student

will have a more diluted experience.”

However, one lecturer felt that the “PAT already have a big enough role and

presence with students.”


question.

Table 8.Themes associated with role of personal tutor in student experience. Q17- . If you have answered "agree"/ "strongly agree" to the above question, please explain how, why, and when this could be done. Question 16 is: I think that the personal tutor could have a greater role in student experience.Number Theme- (role of tutor in student experience)

1 More time needed in allocated hours2 Lack of consistency3 PAT system already works well4 Training.5 More holistic approach suggested.


questionnaire.

Q18: To keep 100% student retention may not be a realistic statistic as students may

have valid reasons for withdrawal that includes reasons such as health, family

commitments, legal factors (such as visa to study). Mandy suggest that it may come

down “taking people who are not really ready or right for academic study. And who

may ought to be taking more of a vocational route. [….] I think we do some of our

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students a disservice by forcing them down an academic route that they’re not best

suited.”

When Caroline is asked the same question, she comments that she “was really

shocked that students with mental health issues [….] have to literally wait and wait

and wait for months to be seen. [….] I don’t believe this is unusual.” It does appear

that support services are underrepresented. As Daniel explains “better support could

be had if we had more staff.” For example, “it’s availability of appointments [….] our

counselling service is very good but it’s absolutely overrun with the amount of

people”. Caroline adds that there appears to be “inadequate provision in terms of

just for the volume of students that are now presenting with mental health [….]

challenges and need support”. However, it isn’t just mental health. There also appear

to be challenges associated with “learning needs, [….] whether it’s people needing

assisted technology, or whether it’s people that […..] that have a learning difficulty

that seems to take a horrendously long period of time.”

Caroline also suggested that there could be greater flexibility with the mitigating

circumstances process and procedure. [T]he rule book [….] doesn’t always apply

[….] the sort of sensitivity it should.” Caroline provides an interesting example where

she had a student “student that’s due to [….] have a caesarean a few days before an

exam but she’s not allowed to have mitigating circumstances because she’s not

taken any time off and there’s been an appeal [….] but because she hasn’t

physically taken time off […..] and the people there deemed she shouldn’t, and she’s

one of the best students we’ve got, it’s a long story but it’s completely

counterintuitive and just again you know why would you want to be at an institution

where they treat you like that, I’d leave. Why should you, why should you give them

your £9,000 pounds.”

The participants are then given the following statement “A student may provide

negative feedback on their experience if they feel that they have not received an

answer they want. (For example: a student may feel that they should have received

a higher grade for their exam or assignment). Should the university recognise and

accept that it is not possible to please all students all the time and that this be

acknowledged within student feedback/ statistical data?” 81% (61) lecturers said

29 | P a g e

“yes”; 8% (6) said “no”, 8% (6) lecturers are unsure. This is shown in the graph

below.

Graph 6.

Yes84%

No8%

Not sure8%

Should the university recognise and ac-cept that it is not possible to please all students all the time and that this be

acknowledged within student feedback/ statistical data?

Q19: Participants are then asked if students should “be given a first year

“compulsory module” at undergraduate and post graduate level focusing on

enhancing work based learning skill?" 44% (33) lecturers said “yes”; 36% (27) said

“no”, 17% (13) lecturers are unsure. This is shown in the graph below.

Graph 7.

Yes45%

No37%

Not sure18%

Should students be given a first year "com-pulsory module" at undergraduate and post graduate level focusing on enhancing work

based learning skills.

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Q20: To help students participate in the programme the following question is asked:

“Could lecturers support students, encouraging them to focus more on social skills

and personal development?” 53% (39) lecturers said “yes”; 21% (15) said “no”, 26%

(19) lecturers are unsure. This is shown in the graph below.

Graph 8.

Yes53%

No21%

Not sure26%

Could lecturers support students, encour-aging them to focus more on social skills and

personal development?

Q21. A few of those who responded felt that “Lecturers often already do support

students in developing their skills.” Another lecturer feels “that our faculty does a lot

of this already” and that “some modules do this, but to date hasn't been a clear

policy/strategy across the programmes. With curriculum redesign for Waterside

move, some attempts have been made to address this, but could go further.”

Notwithstanding these comments it is felt that “developing their social/work/society

skills seems to be an important need.” However “[f]irst year students are simply not

interested in doing career planning work. They have enough to worry about with

settling in and getting used to University. It will also cause problems with JH

students as many programmes have 3 compulsory modules. For social skills /

personal development we ask students to complete a form for the first Personal

Tutorial asking them to benchmark their skills and then we discuss actions with

them. This can then be followed up later in the year and again in the second and

third years where we repeat the exercise in class time.”

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The suggestion is made, that “illustrating the need for and fun of critical thinking”

could be provided and that “[n]etworking etc with professionals should be part of the

programmes.” Another lecturer adds that “This could be part of group work, team

working, presentation feedback and so on. However, students do not always want to

hear feedback that is not directly linked to an assessment criterion!” Therefore, staff

could advise “students how to best achieve the learning objectives within the

module, if these contain soft skills then this is appropriate.” Maybe the “key to

student success is developing an internal locus of control and self-efficacy. This is

not quick or easy, but there is good evidence that shifting student’s attributions of

success and failure has a positive effect on grades and retention. I think a

compulsory module on 'learning how to make the most of my learning' would be

more useful that a compulsory 'work based learning' module.” This is supported by

another lecturer who comments that a “Module on personal and professional

development should be compulsory.”

Success could also be achieved by “[e]mbedding social skills and personal

development [as] part of any module design and I think University of Northampton

has recognised this but the practices in place needs to be changed. Too much of

focus on treating students as customers is going to be detrimental and I can see it in

this culture. Example - why no attendance policy? why are we always trying to make

things easy for students? In doing this we are compromising on academic rigour.”

This appears to be supported with the statement that “I disagree with the assumption

that HE is about work-based-learning.” However, they add that “social skills as part

of academic skills such as discussion and group-work should be encouraged in term

one.”

The point made about “too much of focus on treating students as customers”

appears to contradict an earlier comment that students should be categorised as a

customer “and looking upon queries and questions as a sign of engagement rather

than a habitual annoyance.”

Whether being a “student” or “customer” it is “[i]mportant to recognise that a well

rounded student will be more successful in the workplace than one who is only

effective academically” and that “[i]nteraction with others should be an integral part

of the learning experience, no matter the subject being studied.”

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question.

Table 9.Themes associated with Social skills and personal development.Q21- . If you have answered "agree"/ "strongly agree" to the above question, please give examples. Question 20 is: Could lecturers support students, encouraging them to focus more on social skills and personal development?

Number Theme- (Social skills and personal development.)1 Already embedded/ do this already2 Interaction with others3 Internal locus of control and self-efficacy4 Fun of critical thinking.

Appendix 7 provides a detailed list of responses.

Q22: Participants are then asked if they would be “prepared to help students

improve social skills and personal development, if this were reflected in your

allocated hours?” 71% (52) lecturers said “yes”; 15% (11) said “no”, 13% (10)

lecturers are unsure and 1.35 (1) lecturer did not wish to answer. This is shown in

the graph below.

Graph 9.

Yes70%

No15%

Not sure14% Do not wish to answer

1%

Would you be prepared to help students im-prove social skills and personal development, if this were reflected in your allocated hours?

33 | P a g e

Q23: Lecturers are asked to identify reasons as to why students have withdrawn

from a programme or module. The table below provides a summary of the main

findings associated with this question.

Table 10.Themes associated with reasons for withdrawal from a programme or module:Q23- If you have any examples, please give reasons why students have withdrawn from a programme or module:Number Theme- (Reasons for withdrawal.)

1 Finance. Personal problems2 Boring3 Homesick4 Lack of academic preparedness5 Pressure in the workplace6 Study demands7 Cultural setting8 Not the right path/ right time9 To follow a friend

10 Pushed by parents11 Academic misconduct

Appendix 8 provides a full list, however, main themes associated with withdrawal

appear to be associated with personal problems including health, finance and family

pressure. Other reasons include: lack of preparedness, lack of engagement,

pressure in the workplace, study demands (out of depth/ too hard). It does appear

that efforts are made to keep students on programmes.

Michael feels that “when those sorts of notices of withdrawal come through, you

often don’t know what the reason is.” Students appear to get themselves into a

“state about it and [….] end up leaving and we never really know what the problem

was, where we might have been able to do something about it.”

Joan reiterates the concern around mental health of students and goes on to provide

a number of examples where students have withdrawn from a programme or

module. Joan explains that the student can “get utterly overwhelmed, [….] If it’s a

mature student [they may feel the] the age difference. Perhaps they don’t want to be

taught by people that are younger than them [….] they have childcare concerns or its

money [….]. [It] might not be the course for them, they might have had a fallout with

somebody, there’s [….]. Invariably it tends to be kind of people related rather than

course related. [….] It might be that they get here and go ‘oh actually this is really

34 | P a g e

hard work’ and they don’t want to do it, [….] It might be that they didn’t get their

finance sorted and they end up being in debt because they didn’t get their student

finance England sorted in time, [….] There may be some other stuff like [….] an

experience of sexual harassment [….] So there are myriad reasons, all of them need

our attention.”

Daniel explains that there was one student “who [….] didn’t withdraw in the end. I

managed to keep her on it [….] she had a part time job and her shift pattern meant

that she had to be on a shift during the time that my module was operating and

because that module always operated at the same time each week she was finding

it really difficult, [….] she was struggling with the assignments and she got a low

grade for her assignment and was [….] thinking of jacking it in so I managed to work

with her and managed to talk to the people that you know she was employed by and

they changed her shift pattern. But it still worries me that someone is having to

compromise their degree in order to do their degree and I think there’s quite a lot of

that.” As Mandy comments “Real life happens [….] Relationships go wrong, people

get ill [….] working life; they need to earn money. A lot of students are juggling

family, work, and study even supposedly full-time students.”

Caroline provides another example of a student who “had some personal issues,

she’s lost [….] a family member last year [….] and suffered stress and anxiety, she

lost a family member this year, a cousin earlier this year [….] in a violent situation

and she’s decided that she’s going to move back to London which is where she

came from [….] so that she can have the family support around her. She’s had

counselling through her GP [….] she went to student services as well I believe she

was signposted again to that. But she’s leaving for personal reasons because she

just feels she needs the family [….] unit around her [….] and so I suspect that you

know she [….] won’t be coming back.”

Daniel provides other examples where in “the last two years I’ve had six students

who’ve [….] been pregnant, managed to see two of them through their degrees but

the other four have had to drop out and they’re restarting. One restarted this year

and there are some who are restarting next year, so a variety of issues.” The findings

35 | P a g e

exemplify the challenges students and staff members have suggesting that having a

small attrition rate is reasonable.

Q24: Lecturers are then asked to explain what could have been done differently to

help retain the student in a programme or module at the university. A suggestion is

made that there should be “Clarity around expectations and regular 'checking - in'

on progress. Reduction in duplication of content from one module to another Better

responses to queries and signposting Consolidation sessions to draw out the

purpose of the module Clearer link between module content and employability” and

to “Stop using lecturer-speak; dumb everything down to GCSE level and work up

from there; Change Change-maker.” Perhaps there could be earlier intervention

but that may require “a student to ask for help and/or for us to have time to notice

and act on engagement issues.” This is supported by Caroline who suggests that

“where attendance is low, [….] I think we need to intervene sooner, it’s this fine

balance [….] between kinda going they’re adults now it’s up to them let’s not

interfere with them but actually picking people up early.” Caroline suggests that

having an “effective PAT system may help.” However, one lecturer suggests that “we

need to be realistic” and to be acceptant of student attrition as not “all students

should be retained on a professional program if it not right / right time for them.”

Maybe if a “student is unable to cope with the stress of the course they will be better

served to take a break and try again later in their life. The overriding expectation of

academic success is not a good thing.”

When asked what you think could be done differently Joan comments that she is

going to “nail my colours to the mast here. Joan suggests that “Week one, term one,

all first year students, they get obligatory lessons on consent, sexual harassment,

what is acceptable behaviour on and off campus. That for me is an absolute must

because it just seems to be getting worse. I don’t what my students coming here

feeling that [….] they’re not safe, that they’re not looked after. That makes me very

angry. I don’t want there to be any violence on campuses”. Joan makes a really good

point saying that “You know parents let their children [….] come to our university and

we have an absolute concrete duty of care to them whilst they are with us. And that

for me is the ethos of being a teacher, we have a duty of care. It’s our job to look

after them, to guide them, to make sure that they are successful.”

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Mental health is raised again. One lecturer suggests that it may also be helpful to

have enhanced mental health provision. For example having a “fast track

approach to some mental health problems there might be a way of early intervention

helping shorten the period of ill health with mental health crises. Another lecturer

suggests that “[s]pecific, individualised support programmes developed alongside

Student Services and/or Learning Development, ASSIST and medical professionals”

could be provided.

Caroline provides interesting examples of a “couple of students from last year on my

modules [….]. There was one girl [I] haven’t seen her this year she may still be

studying with us [….] She didn’t know what her issues were but realised when she

came to university she’d got sever anxiety [….] She was diagnosed by a GP as

potentially bipolar, [….] she was having significant difficulties with the people in her

accommodation. [S]he was really struggling with the work so she was going through

an assessment *coughs* to look at whether she was dyslexic or not as well which

was taking a huge amount of time again because there was a backlog of students

needing to do that and she [….] went to book an appointment with the mental health

because she’d seen a lot advertised and again she had to wait 6 weeks [….] to see

somebody and that point [….] it would’ve been in the first term of her first year. [….]

Then there’s another student that is actually still here with us a second year student,

[….] a male student and he’d had some, he’d been involved in [….] a car accident,

[….] He’d had some injuries but he’d kind of recovered but it had left him with

sometimes some anxiety [….] and [….] difficulty sleeping and a range of other

things. [….] His GP wasn’t very sympathetic [….] so I said well look go and talk to

mental health services, and this only came up in a sort of corridor conversation

actually before a seminar [….]and you know I said they’re brilliant and I always really

sell them, they’re brilliant they’ll really really help you [….] and he came back and

[…..] and I think they’d given him two or three time slots but they were a couple of

weeks away as well [….].” The example Caroline provides is a student who thought

she was dyslexic. She submitted the form and “it was two months to hear back, then

there was a further delay and anyway the long and the short of it is, it’s taking

something like [….] five months [….].”

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One comment made suggests that students don’t understand “the requirements, that

there are no short cuts and so we need to manage this better during induction, open

days and marketing; we can do more to engage their interest, but ultimately we

cannot do the work for them.” This is expanded in another comment that “clear

management of our expectations from students” is needed. They add that

students need to know “what is required of them and what happens if they do not hit

that. [……] Better coordination/communication/process between support

activities and academic - 20 emails come in but all are different places/different

spaces - students feel confused and overwhelmed - we need to manage this better.”

It may help if there was the “threat of withdrawal for non-attendance.”


question.

Table 11.Themes associated with what could have been done differently to help retain studentsQ24- Please explain as to what could have been done differently to help retain the student in a programme or module at the universityNumber Theme- (What could be done differently.)

1 Accept student attrition2 Earlier intervention 3 Enhanced mental health provision4 Further support (timetable, financial, PATs)5 Managing expectations6 Better coordination/ communication between support

activities and academics. 7 Threat of withdrawal

Appendix 9 provides a full list

Mandy feels that “we’re a few years behind [….] and suggest the possibility of having

specialist tutors. “[W]e have got some specialist tutors for things like English haven’t

we, the English language. But [….] we don’t have compulsory modules.” Mandy adds

that “I think instead of down dialling we should be holding ourselves up and

maintaining the standard.”

When asked what would you suggest could add or improve student retention, Joan

suggests that “retention and progression issues are mostly focused on the first year.

[….] it’s mature students they might have a similar thing and just think well ‘I don’t fit

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in’ and we try very hard to make sure we have a very inclusive culture.” Joan adds

that “it’s usually Christmas of year one that that’s the point where we lose people, so

they’ve done the first term and they’ve gone ‘I’m not going back’ that’s our that’s our

danger point. [Students] may be “homesick [….] they get a nostalgic for the fact that

their life is moving on and they try and run back a little bit.”

Caroline comments that the university machine does not make it easy for the

students and “I think therefore that then gets kind of pushed back to [….] the

lecturers. [….] most organisations would look at mental health in terms of [….]

spiritual, physical or mental health [….] what they’re doing to support students. Most

of their strategies are very [….] holistic and linked into the systems of the

organisation rather than this sense that you’ve got a department over there, both

physically over there but also over there in terms of its integration [….] with how the

business operates that that kind of sits a little bit separately, so I think there’s

something about the departments integrating themselves more in the kind of

faculties. [….] there are masses of examples of people who have great experiences

but I’m just not sure they get a sense of this overwhelming societal problem that’s

coming through our doors every day.”

Q25: Participants are asked if they thought “that students have an adequate

linguistic competence to follow your workshops/ seminars in English?” 56% (40)

lecturers said “yes”; 21% (15) said “no”, 21% (15) lecturers are unsure and 1.41% (1)

lecturer did not wish to answer. Whereas a large percentage felt that students have

an adequate linguistic competence to follow workshops/ seminars in English 21%

said no and a further 21 % are unsure.

Q26: It is interesting to find out the lecturer’s view about the size of class and if they

thought that “the size of your classes inhibits student participation?” 34% (25)

lecturers said “yes”; 55% (40) said “no”, 8% (6) lecturers are unsure and 3% (2)

lecturers did not wish to answer. Q27: The following question is then asked: “Do you

feel that students participate actively in your workshops/ seminars?” 69% (50)

lecturers said “yes”; 19% (14) said “no”, 11% (8) lecturers are unsure and 1.37 (1)

lecturer did not wish to answer. Q27: When participants are asked as to what they

felt should be the maximum number of students in their class 69% (49) lecturers

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thought the figure to be between 16 and 30 with 28% (20) stating 16 to 20. The table below provides further detail.

Table 12What do you think should be the maximum number of students in your class?

5 or less

6 to 10 11 to 15 16 to 20 21 to 25 26 to 30 31 to 35 36 to 40

Not sure

Do not wish to answer

0 3 9 20 17 12 3 3 3 1

0.00% 4.20% 12.70% 28.20% 23.90% 16.90% 4.20% 4.20% 4.20% 1.40%

Q29a and b: Participants are then asked if they “prefer that the students ask

questions at the end of the workshop or seminar or during the activity.” 96% (70)

lecturers preferred to be asked during the seminar. 55% (31) preferred the students

to ask questions at the end of the class. It may be the way the question is asked as

there does be appear to be an overlap. The findings suggest that lecturers are

prepared to take questions both during and after the seminar/ workshop, However, a

large majority of 96% (70) lecturers preferred students to ask questions during the

seminar/ workshop.

Q30. When asked if participants thought that there is a “link between student

participation and retention”, 79% (59) lecturers said yes; 8% (6) lecturers said no and

1.33% (1) lecturer neither agreed nor disagreed. Q31. Lecturers are asked to explain

why they think that there is a link between student participation and retention.

An overwhelming theme associated with this question is engagement. Caroline

states that “there’s a correlation definitely.” One lecturer comments that this “is

obvious! The students that engage are far more likely to cope better.” Student

development “comes from within - students need to want to participate otherwise

they will not develop properly.” If students participate in “learning in general then

they will be more engaged and retention will improve, if they are passive then there's

a real risk they don't understand 'lecture' content and therefore a gulf grows between

the lecturer and the students can grow till students feel the work is beyond their

abilities and choose to leave.”

Joan suggests that “maybe it’s a confidence thing but if people are passive in

rehearsals it usually means that they’re not doing what they should be doing [….] I

work closely, perhaps one to one with them.” Joan adds that it “very much depends

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on what the subject area is; whether you are doing an actual lecture/seminar or

whether you’re doing rehearsals or workshops” The student “might be shy and they

just might not feel confident in speaking out. They would just perhaps rather sit there

and take it all in and take notes.”

Michael suggests that “people talk about attendance and engagement and how

they’re not necessarily the same thing ……. but that doesn’t mean they’re engaged

or engaging or taking part so maybe by participation…”

Another lecturer comments that “the more involved a student feels, the more they

value what they are doing and so remain on the course.” It is also felt that that

“students who participate, even if they're not the strongest, will see class tasks and

assignments through to the end. With little participation, it's harder to judge who

needs more support.” It can also help build confidence that “allows students to test

their knowledge and gain confidence. It makes classes more interesting. It allows us

to build better working relationships.”

Mandy suggests that it would be quite helpful to look at “benchmark practices that

are going on elsewhere”. Mandy explains that “it’d be interesting to see how the

waterside model works because there is, there’s kinda less emphasis on lectures

and regular classroom teaching, more emphasis on the kind of online engagement

and I do think there’s been a lot of move towards trying to engage students by those

means, not sure yet how successful some of that’s been [….] I mean there are some

completely online universities. How do they manage to engage? Be very interesting

to model some of that.”

Participation.

Daniel suggests that participation is “participating in a group [….], joining in, [….]

turning up for sessions.” However, he does acknowledge that it’s “a really wide

question.” When asked as to what engagement meant Daniel asks “Is there any

difference between engagement and participation?” He goes on to suggest that “if

you’re in the room and you’re listening and you’re taking notes you’re engaging, are

you participating? Participation is going to be interaction with other people whereas

engagement is more self-contained. So if, you can be engaged but you’re not

contributing to other people’s learning.” Joan suggests that it “we should encourage

participation because it’s really crucial to what we do here.” However, it “depends if

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you have a really great class discussion. What you don’t want is the hogger, the

person that will completely dominates the conversation because it’s important that

they understand turn taking. [A]s educators it’s our job to [….] do a little bit of

behaviour management [….].”

Whereas there appears to be an overwhelming majority who agree with the link

between participation and retention one lecturer provides an interesting comment

that “I know there isn't a link because some of the least participating students have

been retained year in and year out. Many non-participating first years become

participating second and third years, so the distinction isn't set in stone. Many

participate in one lecturer's sessions, but daren't speak in another's. The idea that

silently taking it all in (or making notes) is in some way deficient, defective, or

passive is flawed and nonsensical; equally the notion that students forced to do

regular activities are engaged in the learning presumed to be associated with the

activity is also nonsense. Some so called passive learners learn well whilst some

so called actively engaged learners learn almost nothing.”

This is supported by Joan who comments that “because somebody is passive, [….]

doesn’t mean they’re not learning. They’ve got a different way of doing it, why

shouldn’t we support that.” Daniel provides an example where he “had one lad who

managed to pass his foundation degree without [attending] sessions [….] he did the

rest of it himself. [….] so I guess you could call him a passive learner.”

When asked what a passive learner is Michael suggests that it is student who is an

“empty vessels sitting in the room waiting to be filled from the font of knowledge

standing at the front […..] arguably that’s that doesn’t work.”

Caroline suggests that a passive learner “means somebody that doesn’t [….]

verbally engage [.…] in a workshop or somebody that doesn’t actually attend a

workshop [….] so they’re not directly engaging with you physically [….] but they are

probably doing something else [….] to teach themselves.” Mandy felt that it is “going

to the Nile site, reading through workshop material, we wouldn’t necessarily track all

of that.”

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Those interviewed are also asked to explain their understanding of the term

“engagement”. Mandy states that it is a student who is “sufficiently motivated to want

to learn [to] ask questions [and] to do research [….] It is showing interest in the

subject”. Caroline expands this and say that “I think that’s very different to just being

satisfied with a workshop or enjoying turning up and discussing concepts with their

colleagues [….] they will ask you questions pre and post assignments, they’re

interested in the feedback and they’ll come and ask you about the feedback.” Joan

feels that engagement is where the student is “listening, that my words aren’t falling

on deaf ears.” Joan points out that the student may not “engage in that moment. It

might take them a week or so for them to really think about it, for the idea to get

embedded in their minds, and then they perhaps talk about it in the following weeks.

So engagement might not be an immediate thing, it might be more of a long term

thing.” Michael comments that engagement is where students take an “active part

within a teaching episode [….] doing the tasks, [….], asking questions, working

effectively in group tasks, [….] doing any [….] pre-session tasks.”

It does raise the challenge as to how terms “participation” and “engagement” can be

clearly measured and defined.


question.

Table 13.Themes associated with participation and retention. Q31- If you have answered "yes" to the above question please explain: Question 30 is Do you think that there is a link between student participation and retention?Number Theme- (Participation and retention.)

1 Engagement2 Confidence3 Belonging

Appendix 10 provides a full list

Q32. In the questionnaire lecturers are also asked to provide any other constructive

comments and information that you feel would be helpful in developing student

participation and retention.

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Approachability is a term that is raised in interviews. Michael comments that

students maybe “outside your door not knowing whether they should knock, [….] the

whole point is that they can go and see staff.” Michael adds that there appears to be

“some stuff going on with first years because they’re new and there tends to be

some stuff going on for third years because they’ve got dissertations, because

they’re leaving soon, because we’re worried about their NSS all that sort of stuff.”

What is important is to set a culture of “approachability for academic staff [….]

helping students realise that that’s what that is part of the academic’s role.” Maybe it

could be helpful with “smaller class sizes [….] compulsory tutorials built into [….]

module teaching time [….] anything that breaks down the barriers.” Michael also

suggests construction of “an identity about what they’re doing, their course, around

their course around what they’re doing, [ so as to] feel a bit more connected [….] to

the university.” Michael provides an example of the halls of residence where first

year students have said to him that “there’s just nothing going on here at the

weekend so I just go home. [H]alls of residence are like a graveyard, at the weekend

there’s nobody, there’s just international students kicking around [….] you could, if

you have lots of things on at the weekend, social activities.”

In her interview Joan makes a final statement that “being a bit of a bitch that’s fine I have no problem with that but by the end of the degree I’m kind of everyone’s mum” This follows reflective thought and response to the final question in the

interview as to other constructive comments that would like to be made. Joan

explains that “I tend to be quite hard with the first years and I crack the whip a bit

[….] and then with second years I can take the foot off the pedal a little bit. Third

years I just need to kind of make sure they’re ok. It’s that first year [….] I often find

that’s where the most behaviour management [….] no one knows each other and so

everyone’s [….] jostling for position and finding out who each other are all that kind

of thing and that’s where most of the behaviour management is.”

Comments received also suggest that there be an acceptance of attrition as “an

expectation of 100 percent retention is [….] not helpful for professional courses.”

“The challenge is to clearly identify attrition that is mainly due to a breakdown in

services, support or the overall student experience that results in students leaving

courses before completion.” One lecturer suggests that “a small percentage of

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attrition should be expected. However if the university coordinated action between

different parts students may be encouraged to stay.”

It is therefore important to provide support that includes

1. “Access to stable / consistent staff PAT / teaching staff / admin / support

services that are personal. Less use of ‘stand in’ staff

2. adequate teaching / seminar space (rooms too cramped)

3. Good IT : fast and reliable internet to use in module materials / seminar /

taught 4. Face to face teaching - students react positively to this

4. E-tivities need reducing - students don’t engage with these and so often get

behind or content needs to be hastily squashed into next seminar / taught

session. Use e-tivties to supplement taught content not replace it 3.

5. Have a go at 2 year degrees for high level students”

As one lecturer points out, there should be “[c]lear guidance on support available -

so many different departments offering different support. Guidance to students on

what is available and what they need to consider prior to acceptance.”

The approach to the adaption of active blended learning is reflected in the findings.

“The students' expectation of F2F exposition and active engagement in social

learning is very much an integral part of the continuing 'culture' within HE. A

combination of large lectures, seminars and blended learning technologies serve

well in terms of both engaging learners, supporting retention, maximising staff and

resource efficiency, and sustaining the academic reputation of our university.”

One of the themes that lecturers identify with in the findings is that there “should be

tighter controls on attendance and consequences for non-attendance as this

impacts on group working, performance of other group members and the motivation

levels in the class.”

Empowerment of staff and students is a suggestion made. “If the university wants

it staff to develop participation and retention for students, then it needs to think

carefully about how it treats the staff. My experience of senior management in the

university [names removed for confidentiality] has been very respectful and positive,

yet despite that I feel utterly powerless to influence what they university does. It is

hard to empower students when you feel disempowered yourself. If we can develop

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a more truly participatory and democratic culture in the university, then I think we

can become an excellent university.”

A recurring theme is associated with recruitment. “More careful recruitment process

to ensure right people are employed as a poor classroom experience is a key cause

of dissatisfaction.” Maybe it would be helpful to “see more widespread interviewing

of potential students particularly for 4 year programmes as many placed on 4 year

still do not have appropriate academic qualifications for our course.”

Another theme that came out is associated with “time”. For example “My diary is

full, this means it can be a challenge to respond effectively / in a timely manner

when situations occur unexpectedly for students.” This is supported by allocating

“hours to lecturers that are willing to be super-supportive so that we retain the

students.”

Staff need to be valued. “It's not just about the students, it's also about academic

staff and their competence, and the effort they put in to prepare teaching and

learning materials.” Appendix 11 provides a full list of responses.

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4. Conclusions.

There appears a good balance of those who participated that included length of

experience, nature of tenure, and designation. The tables below provide a summary

of the findings.

Table 1Length of experience. Less than one year

1 year to 5 years.

6 years to 10 years

11 years to 20 years

21 years and over.

1 22 14 25 121.35% 29.73% 18.92% 22.78% 16.22%

Table 2Nature of tenure

Full time Part time Sessional (term

time only) Hourly paid 63 6 0 6

84.00% 8.00% 0.00% 8.00%

Table 3Job designation

Professor

Associate

Professor

Principle

Lecturer

Senior Lectur

er Lectur

er

Associate

Lecturer

Graduate

Tutor1 3 5 48 9 5 1

1.37% 4.11% 6.85%65.75

%12.33

% 6.85% 1.37%

For the purposes of this study a lecturer is an academic who engages with student

learning on line or in workshops/ seminars.

The findings from the questionnaire suggest that 46%- (34) lecturer feel that there is

sufficient time to engage with students. However, 51% (38) lecturers feel that there is

insufficient time to engage with students. One of the main concerns is associated

with workload and administrative demands placed on lecturers. For example “I

find that the programme leadership takes up a lot of my time, way more than the

hours I am allocated. Furthermore, admin support has completely disappeared now

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which puts added strain on my time. Therefore, the time I have to engage with

students, apart from the classroom, is limited.”

The findings suggest that undergraduate students could be supported more

effectively with transition, of which 63% (47) of lecturers strongly agreed/ agreed.

Those undertaking post graduate studies may require less support- 39% (24) of

lecturers strongly agreed/ agreed. It is acknowledged that this is a small sample;

constructive suggestions are made to help and support student transition including

study skills. One lecturer comments: “Even if further support was offered, it is

unlikely that students who most need it will engage with it.” Michael suggests that it

may be helpful to liaise with the “school sector and the further education sector to

think about these sorts of things.”

To help students transition from one year to the next a welcome back week could be

provided for second and third year students. However, students may feel

overwhelmed with so much information being given out in such a short time frame

and find it difficult to adjust. It may be helpful to spread the “welcome” over a wider

time frame where days may be put to one side for orienteering students. This could

be undertaken throughout the academic year guiding students from one milestone to

the next, through an academic map. Michael adds that “You do all that stuff in

welcome week then you see them in week three [….] they don’t remember any of

[the welcome week] because [….] they’re worrying about so many other things at

that stage, that psychological [….] cultural, personal adjustment of going to

university and that’s [….] such a big thing.”

When asked how they see the role of the personal academic tutor (PAT), Mandy

feels that the role of personal academic tutor is “making themselves available for

students, and spending time with those who want to engage with them, I’m not quite

sure what more they can do.” Caroline comments that “we have to be clear about

[….] about how much a PAT can and can’t do but I think it is a critical role, [….]

particularly in the first year [….] for supporting students, for helping them understand

in [….] small groups or individually, what student life is like.” Caroline adds that “it’s

not right to mistake personal academic tutors for counsellors because that’s not their

job.”

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Joan feels that “where I think the system falls short is that students might be

assigned somebody they don’t trust or they feel they don’t like or doesn’t like them

[….]. I think it’s more appropriate for students to go and speak to the tutor that they

feel that they trust [….] a PAT tutor system is just an arbitrarily assigning people and

that might not be the best route. So I think we need to be a bit more mindful about

how we do those assignations.”

It does suggest that this finding be developed further to find out what can be done to

support student’s adjustment with transition, with particular focus on “engagement”

and to delve further into the role and expectations of a PAT.

Lecturers are asked if “Having the same module tutor for each year of the

undergraduate programme would be helpful in improving student retention.” It

appears that the question may not have been clear enough. One lecturer advised

that “I am not sure what the question means. Is the question about having year

tutors? Or is it about saying that a module tutor must stick with a module for a period

of five years? This may not be possible in practical terms given staff changes etc.”

The point made is appreciated. To address concerns of clarity the question could

have been rephrased to include reference to having the same tutor in each year of

the programme, that may cover different modules. Whereas 26% (19) agreed/

strongly agreed, the findings suggest that having the same module tutor throughout

the whole programme may not help improve retention. For example “not every

student relates well to every tutor”. However, others who responded suggest that It

does not need to be a module tutor. It “could be PAT but someone they know and

trust.” The responses received would suggest it is an area that could be delved in

further depth.

Lecturers are then asked if they could be more effective in supporting students one

lecturer responded saying that “Some do not do enough, some provide amazing

levels of support. 12 responses received identified with the need for “more time and

better organisation of time”. This included more time associated with “pastoral care”,

“training”, more hours for individual sessions and more hours for different extra

curriculum activities”. Daniel points out that “pastoral care is really important to

retention.”

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Michael adds to this commenting that “I see the two sides to it, the curricular side

where we need to manage that better, form better relationships, have some [….]

administrative support, [….] have a good personal tutor system, [….] build things in

and embed things that we think would help rather than making them kind of extras,

[….] give staff time properly.”

The concern of pressure on time and workload comes out throughout this study. For

example one lecturer “staff (incl myself sometimes) occasionally get to the point

where they're not able to effectively monitor engagement, and students slip through

the cracks.” An interesting theme of consistency appears from the findings. For

example: “I think we could be more consistent in our feedback and should agree the

standards - e.g. of written English that we are going to expect. More levelling of

marking and feedback both within and across modules and faculties would be

desirable.” A recurrent theme associated with the findings is associated with

attendance. This includes a response where the lecturer felt the need to “have a

more consistent approach to attendance issues, extension requests and also to give

first years time to get used to the demands and standards required of them. ”

Another finding is associated personal issues, suggesting the need to “understand

who is a student at our university. The typical student at UoN is now different. More

mental health issues, more home problems and more criminal behaviour.” A

lecturer commented that “The main thing this year was new students not having

timetables, not being on NILE, having half a timetable. having to "click on about

nine links before we get to the F'in timetable"; no academic welcome week

timetable, just the union and social stuff; some students didn't know about any of

their course's sessions, others had just one of three on their timetable. others had

totally blank timetables.” One lecturer commented as to “Why don't you want my

views if I disagree; is this study biased towards only wanting positive comments? I

wouldn't let my students do this in their questionnaire designs; it is oppressive and

excluding. I am losing faith in your research intentions and integrity. It is not with

intent to “bias” the questionnaire. Nor is intended to be “oppressive” or “excluding.”

One other lecturer felt that “Of course one can always be "more effective" (more

effective than what?). Perhaps this question should be rephrased.” These responses

are noted and appreciated. The desire is to elicit information from lecturers to find

out their views and thoughts. Reflecting on the aforementioned comments, if the

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question were to be asked again this question could be rephrased to ask lecturers

opinions without including “If you have answered “agree/ strongly agree to the above

question”. Reflecting upon the constructive comments from a couple of members of

lecturers that this question could be rephrased, 48% (36) lecturers either agreed or

strongly agreed that academic staff could be more effective. However, this is

commensurate with the pressure of time and workload. The findings from this

question suggest that lecturers could be more approachable and have an open-door

policy, together with knowing who and where to send students. The suggestion is

also made that there be greater consistency in the type and level of support.

When asked to explain how you think non-academic staff could support students the

main themes appear to be associated with demands upon resourcing which may

have impact upon non-academics availability. The suggestion is that “There are still

too many people behind closed doors, which is off-putting to any student, and there

are now more non-academic staff located at Avenue campus, away from many

students who are based at Park.” As another lecturer comments “when professional

staff were plentiful, we actually had some good and effective student support

systems. Now student numbers have grown and the number of professional staff

has shrunk, so the results are predictable.” Another adds that “After the professional

services review a couple of years, we lost all this support almost overnight.” To help

cope with the challenges being experienced it is suggested that “On entry, […..] only

those with a chance of success are admitted. Subject to the demands of better

resourcing, non-academic staff could “Call [students] to find out why they aren't

engaging.” Non-academic staff could also “Help to publish, promote and provide

access to guidelines on academic learning.” They could also take “more of the

administrative tasks off academics and freeing them up to help students.” Maybe

“Specialist advisors with appropriate training and/or more up-to-date skill sets could

(one imagines) be of more use to students….” This could include “mental health, finance, etc. “It may also be helpful to work “more closely with academics.”

Mental health is an area that is raised in a number of the interviews and responses

to questions in the questionnaire. This could be summed up in the quotes from the

interview undertaken with Joan that “most certainly in the last two years the rise in mental health concerns in our students has absolutely skyrocketed.” [….]

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That worries me.” Joan suggests that “if all staff were mental health trained at least

then we are in a better more empowered position to know how to help our students.”

Academic staff are also asked as to how non-academic staff could support students.

Feedback on this question includes non-academic staff “Being more available.”

They add that “There are still too many people behind closed doors, which is off-

putting to any student…..”A challenge associated with this is that support staff

maybe located on different campuses. For example “not based on the same

campus, this works against the idea of 'better support'. In my experience, when non-

academic staff were more visible and available, the student experience was

enhanced.” Another lecturer suggests that it would be helpful if non-academic staff

are “more visible and less hidden - there is zero clarity who is responsible for

what/who - a clear decision tree would help everyone to find the correct department -

and a clear indication of where students can find help”. Accessibility does appear to

be a theme. As stated by another lecturer “There are numerous support systems at

the university but these don’t seem to be instantly accessible and students are

unclear as to who they talk to when they have concerns.” However, comments

received also included the view that students cannot be supported anymore “ we should not be "spoon-feeding" and we are not often equipped to give them the

intensive support many need.”

Lecturers are provided with the statement that “I think that the personal tutor could

have a greater role in student experience.” 52% (39) lecturers agreed/ strongly

agreed. Daniel comments that “we cover more than the […..] normal PAT system.”

Daniel adds that “it’s often […..] the quiet ones who you don’t notice so much are the

ones who need you know to talk to and talk to more.” The main theme suggests that

more time could be allocated to this role. However, not all agree with this. Maybe it

would be helpful to have clearer guidelines for PATs. One lecturer felt that they do

not really understand what the PAT is "for" - clarity of function could be improved.”

Another felt that the “PAT already have a big enough role and presence with

students.”

Lecturers are given the following statement and question “A student may provide

negative feedback on their experience if they feel that they have not received an

answer they want. (For example: a student may feel that they should have received

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a higher grade for their exam or assignment). Should the university recognise and

accept that it is not possible to please all students all the time and that this be

acknowledged within student feedback/ statistical data?” 81% (61) lecturers said

“yes”; 8% (6) said “no”, 8% (6) lecturers are unsure. The findings from this question

suggest that there should be an acceptance that it is not possible to please all students all the time and this be reflected in the feedback/ statistics.

Participants are asked if students should “be given a first year “compulsory module”

at undergraduate and post graduate level focusing on enhancing work based

learning skill?" 44% (33) lecturers said “yes”; 36% (27) said “no”, 17% (13) lecturers

are unsure. This does suggest that having a compulsory model “enhancing work

based learning skills” on selected programmes may be helpful.

To help students participate in the programme the following question is asked:

“Could lecturers support students, encouraging them to focus more on social skills

and personal development?” 53% (39) lecturers said “yes”; 21% (15) said “no”, 26%

(19) lecturers are unsure. There does appear to be a difference of opinion regarding

lecturers supporting students, encouraging them to focus more on social skills and

personal development. Responses received suggest disagreement “with the

assumption that HE is about work-based-learning” and that “[t]oo much of focus on

treating students as customers is going to be detrimental.” This point appears to

contradict an earlier comment that students should be categorised as a customer

“looking upon queries and questions as a sign of engagement rather than a habitual

annoyance.” Other responses suggest that this is already embedded “our faculty

does a lot of this already”. However it appears to be embedded in part as“some

modules do this, but to date hasn't been a clear policy/strategy across the

programmes.” It may be helpful to delve further into this area to find out if having a

““compulsory module” at undergraduate and post graduate level focusing on

enhancing work based learning skill?" would be helpful to specific programmes.

The findings suggest that 71% (52) lecturers would be prepared to support students

with regards to social and personal development if it were reflected in the allocated

hours.

Lecturers are asked to identify reasons as to why students have withdrawn from a

programme or module. The main themes associated with withdrawal appear to be

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associated with personal problems including health, finance and family pressure. Other reasons include: lack of preparedness, lack of engagement,

pressure in the workplace, study demands (out of depth/ too hard).

When asked as to what could have been done differently to help retain the student in

a programme or module, lecturers provide a number of suggestions that include the clarity around expectations, earlier intervention, enhanced mental health provision, managing expectations more effectively, better coordination/ communication . It may help if there was the “threat of withdrawal for non-

attendance.” However, the university may just accept that student attrition exists and

recognise this in the statistical data as not “all students should be retained on a

professional program if it not right / right time for them.”

When asked if they felt “that students have an adequate linguistic competence to

follow your workshops/ seminars in English” 56% (4) lecturers felt that students had

adequate linguistic competence to follow the workshops/ seminars in English. 21%

(15) said “no” and, 21% (15) lecturers are unsure. This appears to be a large

minority 42% (30 lecturers) saying no, or are unsure, and it is recommended that this could be investigated further. This in turn may influence the ability of the

student to successfully pass assignments leading to student withdrawal from the

programme.

When participants are asked as to what they felt should be the maximum number of

students in their class 69% (49) lecturers thought the figure to be between 16 and 30

with 28% (20). However, 42% of lecturers felt that class size did not inhibit student

participation or are unsure and; 30% felt that students did not participate in

workshops/ seminars or are unsure. Notwithstanding the size of the class, for the

majority of lecturers, the size of the class does not inhibit student participation and students participate actively in workshops seminars.

Lecturers are then invited to identify if they “prefer that the students ask questions at

the end of the workshop or seminar or during the activity.” 96% (70) lecturers

preferred to be asked during the seminar. 55% (31) preferred the students to ask

questions at the end of the class. It may be the way the question was asked as there

does be appear to be an overlap. The findings suggest that lecturers are prepared to

take questions both during and after the seminar/ workshop, However, a large

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majority of 96% (70) lecturers preferred students to ask questions during the seminar/ workshop.

79% (59) lecturers felt that there is a link between student participation and retention.

The main theme associated with this question is engagement. One lecturer feels

that “This is obvious! The students that engage are far more likely to cope better.” It

can help build confidence that “allows students to test their knowledge and gain

confidence. It makes classes more interesting. It allows us to build better working

relationships.” The findings support the reason why the term participation is included

into this study, suggesting a relationship between participation and retention. There

appears to be an overwhelming majority who agree with the link between

participation and retention. However, one lecturer provides an interesting comment

that “I know there isn't a link […..] Some so called passive learners learn well whilst some so called actively engaged learners learn almost nothing.”

Reflecting upon the term engagement it may be helpful to consider activities outside

the normal academic week for students at the halls of residence. Michael explains

that first year students have said to him that “there’s just nothing going on here [halls

of residence] at the weekend so I just go home. [H]alls of residence are like a

graveyard, at the weekend there’s nobody, there’s just international students kicking

around [….] you could, if you have lots of things on at the weekend, social activities.”

This could help create greater cohesion between student to student and also student

to staff member.

The last question of the questionnaire asks lecturers to provide any other

constructive comments and information that you feel would be helpful in developing

student participation and retention. Comments received suggest that there be an

acceptance of attrition as “an expectation of 100 percent retention is not helpful for

professional courses” and that “a small percentage of attrition should be expected.

However if the university coordinated action between different parts students may

be encouraged to stay.”

It is apparent that support be provided that includes:

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1. “Access to stable / consistent staff PAT / teaching staff / admin / support

services that are personal. Less use of ‘stand in’ staff

2. “Adequate teaching / seminar space (rooms too cramped)”

3. “Good IT : fast and reliable internet to use in module materials / seminar /

taught 4. Face to face teaching - students react positively to this”

4. “E-tivities need reducing - students don’t engage with these and so often get

behind or content needs to be hastily squashed into next seminar / taught

session. Use e-tivties to supplement taught content not replace it 3.”

5. “Have a go at 2 year degrees for high level students”

As one lecturer points out, there should be “[c]lear guidance on support available - so many different departments offering different support.” There “should be tighter

controls on attendance and consequences for non-attendance as this impacts on

group working, performance of other group members and the motivation levels in the

class.”

Empowerment of staff and students is a suggestion made and to “think carefully

about how it treats the staff” as it is “hard to empower students when you feel

disempowered yourself.”

A recurring theme is associated with recruitment ensuring the “right people are

employed as a poor classroom experience is a key cause of dissatisfaction.” Daniel

comments that it is important to praise students and reinforcing it. He adds “I think

that helps just to as acknowledgment a kind word, those sorts of things can make a

lot of difference. Making them feel valued.”

Another theme that came out is associated with “time”. “My diary is full, this means

it can be a challenge to respond effectively / in a timely manner when situations

occur unexpectedly for students.” This is supported by allocating “hours to

lecturers that are willing to be super-supportive so that we retain the students.”

Staff need to be valued. “It's not just about the students, it's also about academic

staff and their competence, and the effort they put in to prepare teaching and

learning materials.” Appendix 11 provides a full list of responses.

The table below provides a summary of the main findings of this study addressing

question 1 of this study: “What themes are identified associated with

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lecturer’s perspective on enhancing student retention, progression and continuation at the university of Northampton?”

Table 14.Themes associated with participation and retention. Main findings of the study. Number Theme- (Participation and

retention.)Times mentioned in

comments. 1 Engagement 282 Attendance 263 Mental health 214 Workload 195 Family pressure/ reasons 176 More time 167 Administrative 138 Consistency/ coordination 129 Finance 11

10 Timetables, 1111 (Clearer guidelines for) PATs 912 (Build) Confidence 713 (Acceptance of) attrition 514 Personal issues 415 Extra support 416 (Demands on) resourcing 317 (Personal tutors have to be)

valued2

18 (Not to) spoon feed. 219 Threat of withdrawal (would

help)1

20 Non-academic staff “Being more available.”

1

21 Too many people behind closed doors,

1

22 Passive learners may learn well.

1

It does appear that the terms “engagement”, “participation” and “passive learner” are

subjective terms and can be interpreted differently and within different contexts. It is

therefore helpful that when using such terms, the University policy and procedures

documentation is explicit and the clear to the reader.

This could be summed up in the quotes from the interview undertaken with Joan that

“most certainly in the last two years the rise in mental health concerns in our students has absolutely skyrocketed.” [….] That worries me.” Joan suggests that

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“if all staff were mental health trained at least then we are in a better more

empowered position to know how to help our students.”

Question 2 asks “Should there be acceptance of not being possible to please all the students all the time?” When lecturers are asked if the university should “

recognise and accept that it is not possible to please all students all the time and

that this be acknowledged within student feedback/ statistical data?” 81% (61)

lecturers said “yes”; 8% (6) said “no”, 8% (6) lecturers are unsure. The findings from

this question suggest that there should be an acceptance that it is not possible to please all students all the time and this be reflected in the feedback/ statistics. As one lecturer comments that “an expectation of 100 percent retention is not helpful

for professional courses” and that “a small percentage of attrition should be

expected.”

Question 3 asks if there is a “perceived link between retention and participation”. 79% (59) lecturers felt that there is a link; 8% (6) lecturers said no

and 1.33% (1) lecturer neither agreed nor disagreed. When asked to explain why

they think that there is a link between student participation and retention, an

overwhelming theme identified is engagement. “This is obvious! The students that

engage are far more likely to cope better.” It can also help build confidence that

“allows students to test their knowledge and gain confidence. It makes classes more

interesting. It allows us to build better working relationships.”

Whereas there appears to be an overwhelming majority who agree with the link

between participation and retention one lecturer provides an interesting comment

that “I know there isn't a link because some of the least participating students have

been retained year in and year out. Many non-participating first years become

participating second and third years, so the distinction isn't set in stone. Many

participate in one lecturer's sessions, but daren't speak in another's. The idea that

silently taking it all in (or making notes) is in some way deficient, defective, or

passive is flawed and nonsensical; equally the notion that students forced to do

regular activities are engaged in the learning presumed to be associated with the

activity is also nonsense. Some so called passive learners learn well whilst some so

called actively engaged learners learn almost nothing.”

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5. Recommendations.

Question 4 of this study asks “what recommendations materialise from the findings to help enhance student retention, progression and continuation at the university of Northampton?” The table below provides suggestions that could be investigated further to help with student retention and participation.

Table 15. Number Theme Suggested/ possible action

1 Engagement; Extra support To develop and maintain a universal policy of workloads/ demands and expectancy across the whole university.

2 Attendance; Threat of withdrawal

To introduce a “means test” to follow up on “poor” attendance.

3 Mental health To develop and improve specialised support for students including staff numbers.To provide staff members training in mental health to help them better understand and identify possible concerns/ issues that students and staff members may face.

4 Workload; Family pressure/ reasons; Personal issues;

Finance; More time; administrative; Consistency/

coordination; (Personal tutors have to be) valued

To provide further hours in the 550 to support students- To delve further into the role and expectations of a PAT.PAT role should be enhanced; to engage with students who are absent; ability to know students better.

5 Timetabling Improving ease of access to student timetable.

6 (Clearer guidelines for) PATS; (Demands on)

resourcing

To provide further hours in the 550 to support students- PAT role should be enhanced. Develop a feeling of being valued.

7 (Build) confidence To build a relationship and confidence with students.

8 (Acceptance of) attrition To accept attrition. 9 (Non-academic staff) Being

more available; Too many people behind closed doors

Non-academic staff could engage with students further. To bring academic and non-academic staff together and remove different campus experience.

10 Passive learners may learn well.

Acknowledge that passive learners can learn well.

11 Participation and engagement

Where these words are used in University policy and procedures clear definitions should be provided.

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11a Engagement- Halls of residence –To provide activities on weekends- when students may otherwise go home.

11b Welcome week and Welcome back week. To consider spreading out the “welcome” across the year where students are guided from one milestone to another on the academic map. Reflecting upon the above recommendation, to provide students a welcome back week to help them reacclimatise.

12 Transition To set up a working group to engage with schools and colleges of higher education to develop a programme to help student transition to University.

It does appear that the terms “engagement”, “participation” and “passive learner” are

subjective terms and can be interpreted differently and within different contexts. It is

therefore helpful that when using such terms, the University policy and procedures

documentation is explicit and the clear to the reader.

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https://www.northampton.ac.uk/ilt/current-projects/enhancing-student-success/

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Appendices

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Appendix 1. Q7: If you have answered "no" to the above question, please explain why? Question 6 is: Reflecting on the demands of your other responsibilities, do you think that you have sufficient time to engage with students?Number Theme (summary) Response

1 Admin demands So busy dealing with administrative demands2 Admin demands Administrative responsibilities (EWO, exam board issues) lack of communication between different parts of the

University leads to time demands on me, UMF review, Waterside changes to modules. Staff sickness absence.

3 Class size We have very large numbers of students, I have approx 45 personal students and though can engage with them in class it is difficult to really engage with them personally unless they have a difficulty and seek us out

4 Class size Because there is a mismatch between hours allocated to modules and how best to engage with students. The best learning experiences I have with students are in small group session (4 to 12 students at a time). This allows time for personalisation and relationship building, as well as teaching and exploration. But the hours

allocated for teaching a standard module mean that at best this can only happen a few times across the module, or I have to carve out hours that are not officially recognised. This is especially true as the courses I teach on have high percentages of BAME students and students from non-traditional backgrounds, where the

need to work on their confidence and skills is vital, especially in the first year. I asked if I could become a teaching fellow instead of a senior lecturer, and was simply told 'we don't do that here'.

5 Class size Too many student emails to answer with enough detail, combined with poor attendance which drives email volume upwards, and contact hours being low.

6 Class size Too many students in time available7 Competing demands Too many other responsibilities8 Competing demands Too many competing demands (committees, admin, wider responsibilities, etc).

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9 Competing demands I can engage with some or the majority of them, but the problem comes when there are students with particular problems and issues that take time. I often don't have the time to really deal with this and I often feel I'm

passing them on to other services. I rarely get the chance to speak to them about how/if the additional support is working.

10 Competing demands the hours allocated to supervision (MA and PhD) are ridiculous and barely enough to read their work. Anything else i do for the students comes out of my time and it is not in my workload

11 Competing demands I am a programme leader as well have having a teaching load. I find that the programme leadership takes up a lot of my time, way more than the hours I am allocated. Furthermore, admin support has completely

disappeared now which puts added strain on my time. Therefore, the time I have to engage with students, apart from the classroom, is limited.

12 Competing demands Taking the super supportive approach requires time and effort from the lecturer to be able to proactively address students that are not engaging. When workshop material is being tested for the first time, other

services within the University demanding administrative tasks from lecturers there just isn't enough time in the working day to sit down consider ways to engage with students that are absent.

13 Competing demands The combination if increasing administration, research expectations, course refreshes etc. leaves little time to spend being proactive in engaging with students.

14 Different demands for AL compared to full time

The AL role does not accommodate non-teaching time, whereas my full time colleagues have non-direct contact hours when they are able to make themselves available to students on a one to one basis.

15 Intensity/ duration of course

Intensity and short duration of course

16 Pastoral duties pastoral duties take far longer than is envisaged and are often complex

17 Pastoral duties I would love to have more PAT hours and more time to support my students who are struggling, but there aren't enough hours to fit them all in.

18 Pastoral duties As a part time member of staff, the majority of the time I am in University is contact time. I am PAT tutor for 30 level 4 students, approximately 1/3rd of the cohort have additional academic and support needs- the time

allocated to do this is not sufficient.

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19 Pastoral duties/ dissertation support

My diary is really busy which can mean time to offer PAT meetings / Dissertation support or see students in practice can be difficult to accommodate.

20 Time demands Time is limited as an AL.21 Time demands Depends on the time of year, student attendance and amount of contact.

22 Workload Horrendous email load requiring fast responses. Far too much admin and marking; endless pointless meetings, training, module reviews, validations and PSRs, too much teaching to too many students. Online approaches

increase the workload because anything online takes double the time at least. Constantly changing software to be learned and then used only to be scrapped and replaced with more to take up my time.

23 Workload It's a matter of priorities. One has to do everything to a high standard. "Engaging with students" is a rather generic phrase, but the need to prioritise other things, particularly a variety of administrative tasks, prevents me

(and many of my colleagues) from spending the time we'd like engaging with students.

24 Workload Research commitments and priorities25 Workload Because I'm part time I am limited on days to meet with them. They have other lessons and it's hard to find

time.26 Workload My main contact with students is in the classroom, almost always in a pedagogic rather than pastoral

relationship. There is very little time or space within my workload to spend the type of intense time outside the classroom to get to know students individually - this only tends to happen with a small handful of students, and

usually those who are fully engaged, committed and happy with their studies.

27 Workload I wish I had more time for actually engaging with my students and talk to them regarding their academic and professional development. Our time is taken by lectures, seminars, (unnecessary) admin and too much

paperwork. The TEF Gold is a recognition that despite all of these committments, we have made it to a good level. However, I believe that there is a room for improvement. The introduction of flexible learning, ABL and

entirely online courses (e.g. MOOCs) have changed the way we teach and engage with our students but I still think that human interaction is more needed than ever.

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28 Workload My workload has increased substantially (particularly since the re-structuring) and now covers a range of requirements, of which student support (in various forms) is a part but one that gets insufficient recognition in

the workload tariff (and get squeezed by other day-to-day tasks).

29 Workload So much else to do in the time and only very limited workload hours given.

30 Workload Yes - for now, as in the current workloads allow this for the standard student requirements. This does not take into account the students that require academics to go above and beyond the relatively short PAT time

allocation and this has a largely unseen but very 'positive impact' on attrition/progression. I feel over a three year full time degree course around 20% of students will require not just signposting to central services but

more of a subject specific coaching and higher level of subject support to help keep them retained and on track with their studies. This has to be very timely and responsive as its often in a crisis that students will just

withdraw. This is not realistically captured in current workloads.

31 Workload My workload, particularly when I was full time, prohibited sufficient time being devoted to students. This was ironic given that my job description included the term, 'PAT Leader'!

32 Workload Workload33 Workload Insufficient workload hours are allocated for PhD students34 Workload Too many hours of teaching and lots of paperwork (e-work) to fill in which leaves me with hardly anytime to

engage with students the way I would prefer to.

35 Workload As more administrative tasks have migrated to our workload lecturers have less face to face teaching time and also less time to informally get to know students

36 Workload At certain times of year - ends of semesters, nearing dissertation deadlines etc - there's just not enough time to meet with all the students that are requesting to meet, let alone doing the job of chasing down students who

aren't engaging, etc.

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37 Workload Alongside planning, marking, meetings and admin work there is never enough time to meet students on a regular basis and to offer one-to-one or small group tutorials.

38 Sometimes it no I simply don’t - yet thee arevtimes when I do, so varied

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Appendix 2. Q10: If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 9 is: I think that university staff could support students transition to higher education study more effectively.

Number Theme (summary)

Response

1 1 hour session in welcome week

I feel that currently the University is doing next to nothing to support undergraduate students with the transition. We give them a 1 hour session in welcome week about the transition and that is pretty much it. They are then expected to work out themselves how to adapt - we still work on a 'reactive' approach - dealing with students

when they come to us, rather than a proactive approach in regularly checking student progress.

2 Background information of student

We need to know more about the situation prospective students are in if we are to help. At the moment we do not have enough information about their background or their level 3 study- at least it is not readily available to staff.

3 Common modules for all new students.

There needs to be common modules for all new students, at UG and PG levels, to ensure all students are taught how to use Harvard referencing, to write in the correct style as required by various assignments, the use of

academic language, and basic lessons around what is expected from them at University, compared with their experience of secondary school. It is clearly not sufficient to rely on students seeking their own help around

these issues: and only the better student will bother, which makes the gap wider between the bottom and top of any one group of students.

4 Communicate more clearly expectations

Communicate more clearly expectations re. Independent work

5 e learning skills Explicit transition development in the form of e-learning ie access before enrollment to some skills hub resources. videos re searching for evidence, types of evidence. Referencing - the basic level. The video clips and Xertes could be embedded into the subject Pre-nile sites as it would work for marketing the flip- learning

approach6 Expectations By actively influencing expectations.

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7 First year need more support

It is our job to take an effective part of this transition. Higher education is too different than further education in terms of committment, independence and flexibility. First years in particular need more than just a guidance and

what we can do is have more contact time on individual basis. The hours given for PAT are not enough.

8 Insufficient time If I had time I could meet with new students sooner for longer9 Instilling professionalism At undergraduate level I think we need to instil into students as soon as they arrive that what they are taking on

is equivalent to a full-time job, both in terms of the work load and the level of professionalism required. We also need to have a better sense of how school pupils and students at FE colleges study, so that we can explain more precisely how learning at UG level is different. For students moving from UG to PG study, the latter points apply

too, although one would hope that 3-4 years at university would have instilled the requisite self-discipline and professionalism into a PG student.

10 Insufficient time By not doing admin jobs (such as form-filling for so many compliance processes) and spending that valuable time with students.

11 Integration of support with transition

Issues relating to transition are frequently assumed to be the responsibility of the Head of Department rather than every member of staff. A welcoming, helpful and positive approach to all students and across all diffculties is essential. Knowing who to pass a student on to where problems cannot be immediately answered is crucial.

12 Introductory sessions and assignments

By being honest about the demands right from th start at open days, running introductory sessions and an introductory assignment within the first couple of weeks to guauge the support required

13 Lack of support at University compared to

school

It largely depends on which staff you are thinking of and whether they have time to. Students tell me who much support they had at school and college that they don't get at uni, but at school it seems that the teachers almost

did their work for them; especially with endless re-writes of assessed course-work; I wouldn't want uni to go down that road, but I'm sure we will eventually have to in order to meet the increasing student demand for it.

14 Language focus More language focus15 Learning skills, digital

literacy and critical thinking

By providing more support on improving writing and learning skills, digital literacy and critical thinking.

16 One to one Some students would benefit from and value more one-to-one support, e.g. with explaining what is required in assignments, how to make the best use of resources on NILE etc. At present the workload means that we can offer a certain level of support, but don't have the time to provide additional support that students might require.

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17 Overt consideration and planned actions

More overt consideration and planned actions needed. Issues around transition tend to be dealt with in quite an ad hoc way, based around personal tutor contact.

18 Pastoral care Spending time on pastoral care19 Pastoral care Students are away from home, they are trying to cope with a completely different environment and issues and

things get on top of them.

20 Personal interest in student

Showing personal interest in student aspirations, experience, motivation, interests

21 Pressure to recruit- student not ready for

level 4

There is so much pressure to recruit that we take students who are not ready for level 4 and expect them to have skills that they do not. More support should be put in place in the first term.

22 Quality of teaching material

Quality of teaching material and lecture/seminar content used at Northampton are not up to the standards of some good universities in the UK. It's definitely not TEF Gold standard! I've been at this institution for about three months, and I'm shocked at the lack of diligence on the part of some incumbents in FBL. Students need more up-

to-date and engaging material, not material that is being reused for the last 10 years!

23 Recruitment from less conventional background

Given that the university is targeting students from less conventional backgrounds, I feel we could do more to address some of their issues. Issues that traditional students don't have. I'm not confident I have the knowledge of what all these issues might be, or how best to support undergrads with them - which is part of the problem I

suppose.

24 Reduce staff responsibilities and

provide extra weekly support

Cut down other Staff responsibilities and include an extra weekly support session is needed where 2nd/3rd year students and staff all help each other out

25 Referencing, reading/ not taking

More skills based sessions early on such as referencing, reading/note taking etc. Weaknesses in these areas limited students progress in later years.

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26 Setting time outside workshop sessions

By either a)setting aside specific time outside workshop sessions to informally clarify queries and respond to questions on a range of minor pastoral/academic issues or b)by setting aside specific time during workshop sessions to clarify queries and respond to questions on a range of minor pastoral/academic issues. In my

experience small issues in terms of 'where do I go for .. / how do I find... my email is still unanswered .... ' can cause anxiety and yet easily be rectified.

27 Study skills Conducting sessions on study skills rather than the students relying on on-line information.

28 Study skills Assuming that more resources were available, academic programmes could incorporate a stronger study-skills strand. With the current level of resourcing provision is often patchy and variable (between programmes).

29 Study skills Early focus on study skills, eg a compulsory module or two, would be beneficial to students, and to staff having to fail work and then mark it a second time. Postgraduate students are often coming to us with poorer study skills than Undergraduates - something must be done to raise the standards of this group, because the University

reputation will be ruined.30 Study skills Many trainees find study skills challenging when added to wider personal/academic demands.

31 Study skills Students seem unclear what University is - they think they go to class and that is it. There is no culture of self learning, taking notes, not just finding the first answer on google thinking that is it.

32 Study skills Post graduates often have difficulty with academic writing searching and deadlines. Undergraduates need more support re the expectations.

33 Study skills By building in scheduled learning support time to the early programme taught modules

34 Study skills I feel that more transitional activities early in undergraduate programme would enable a better transition and more adjustment to the demands of their courses.

35 Study skills At an undergraduate level we have a mix of abilities because we offer places based on a BCC profile. However, during clearing we drop this to, in my opinion, a far too low grade profile. Therefore, the stronger students adjust

well however other less academic students struggle. On my degree programme we have introduced a compulsory module in the first year which focuses on developing study skills. We also have students studying

the foundation framework. On my course a low percentage progress to the next stage.

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36 Study skills More understanding of student's from a BTEC study background and not A Levels.

37 Study skills I think students need more time than we think to adjust from college or a levels to university, things like digital literacy, academic writing, being an adult learner are not addressed as well as they could be but it is really

difficult to find the additional time needed to properly address these things

38 Study skills Offering literacy courses to all students39 Study skills Undergraduates do not have the skills required. Mature students have a course to introduce them to academic

skills this could be applied to all students.

40 Study skills Two of the biggest challenges I face in supporting students as they transition into Higher Education are 'educational trauma' and 'unlearning'. A lot of students arrive at the University having had educational

experiences that seriously undermine their self-worth and self-efficacy. They have picked up message that they are 'thick' or 'not good enough', and live in dread of having those messages confirmed. We do little to really help them overcome that level of trauma, and I believe trauma is the best word for it. Secondly, students arrive with a model of passive learning and 'learn to the test' model of learning. They have been told to digest what they are told and regurgitate it in assignments, then forget it and move on. We cannot expect students to instantly forget that model of learning and engage with autonomous, interdependent active blended learning without extremely

carefully thought-out scaffolding processes which simultaneously help them unlearn one set of study habits whilst developing another. I see lip-service paid to this, but no real commitment to it.

41 Summer School for amture students

For mature students or those returning from extended study breaks, hold summer schools to introduce them to online working and academic writing.

42 Support too mechanistic First by university staff i mean anybody lecturers and non. Second, we have become too mechanistic while pretending to be 'support supportive'. The support in mainly done by non-academic staff and while this is a good start, i think students want their lecturers to have time for them. At the end of the day they come to university to

be with the lecturers and not with support staff who might or might not have an understanding of the course, module or programme. This is particularly the case for PhD students who are left to the 'mercy' at times of their

supervisors. There is little monitoring of supervisors and some of them are less than supportive. I know that some PhD students feel lonely and isolated and some complain that their supervisors are either not available or

not responding to emails. In regard to PhD students there is a need to have formal monitoring and support people in each faculty and some supervisors to stop behaving like prima donnas or thinking that the supervision

is a sacred garden nobody can enter.

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43 Support with transition each year

By having transition weeks at the start of each year to set out expectations, develop skills and help build cohort identity and belonging. We need to encourage more study groups and peer support.

44 Timetabling errors It is very difficult to say how! But I have had numerous students coming to me and telling how their transition becomes difficult due to timetabling errors, their modules not showing up on NILE, student services not

answering their queries or directing them to people who again direct them to someone else. Ultimate they come tot he tutor who has to research and get to the right person to get things sorted for the students. Exchange

students and international students need extra support as they come from a very different system in their home country. A 15 day orientation programme would be great help for these students.

45 Transition is rushed The transition from school to HE for our trainees on the BA QTS course is often a rushed affair and with the headlong rush to ABL and less F2F sessions destined for the future, I believe this will only get worse unless

radical steps are taken to improve the transition arrangements.

46 Using activities to engage students

By moving on from setting readings for seminars, using activities to engage them with reading material and key issues; we need to also accept some students have responsibilities which mean they have to be instrumental

learners, they will have issues with attendance and I think it is better to support this, rather than punish it.

47 There is an issue with questions 9 - 11. It is very difficult to comment on a group of students en masse. I have worked in HE for a long time and it has always been the case that some students are able to manage the

transition and some students are not. It is not about the students per se, but the pressures on the students. When a maintenance loan only just pays the rent, most students have to work, so is it any surprise that they are not engaging with what is offered? Even if further support was offered, it is unlikely that students who most need

it will engage with it. Students who have funding/emotional support from friends and family tend to be most engaged.

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Appendix 3.Q12. If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 11 is: Having the same module tutor for each year of the undergraduate programme would be helpful in improving student retention.

Number Theme (summary) Response1 Already do this- works well In my own subject area we already carry out this policy and it

seems to work well. By the final year the dissertation tutor takes over somewhat from the PAT, but it's good for students to build up

a relationship of trust with a PAT over more than 12 months.

2 As programme leader I teach each year group. I am answering this as programme leader. I teach each year group and this is very important as I am able to get to know my

students and by their final year I know what classification they are capable of. I can then support them (and stretch) then to achieve

this.3 Attitude of tutor is more important- May not be possible due to staff

turnoverPossibly - but what is more important is the attitude of the tutor

towards students rather than the consistency of tutor across each year. That said, staff turnover is a massive issue for student retention in my view - seeing new staff every year and their

favourites leave can be really de-motivating to students.

4 Builds relationships and confidence It helps to build a relationship and confidence with the student which may encourage them to seek support earlier with any

issues5 Consistency It would allow consistency and greater personal interaction

between tutor and student.6 Consistency Consistency does seem to help with getting the right message,

but also students should be allowed to switch if they need to.

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7 Consistency Consistency throughout the UG programme may help- relationships are forged in the first year and students may feel that

someone is overseeing their progress.8 Consistency Consistency is key for students especially some of our students

from widening participation backgrounds.9 Consistency Everyone enjoys an element of consistency. Be it the waitress at

the your local restaurant to your pension adviser. Having one lecturer that students can spend time with each week and is consistent throughout all three years would be a enable the

University to be super supportive.

10 Consistency Consistency, ability to know students better, to identify those who are displaying signs of struggling, who are not 'themselves'. We

can only know what's 'normal' of a student if we know the student. Build up a rapport over three years - the ability to lose some of the

formality of getting to know a new group every year will help in building trust and respect.

11 Consistency (PATS) Greater consistency = PATs/Tutors can build a rapport with a sample of students they support throughout their studies

12 Consistency (PATS) The module tutors change according to the module and tutors experience/ expertise. I think students should have the same PAT

to provide consistency.13 Continuity provides continuity14 Continuity This would provide a sense of continuity enabling students who

are struggling to have a familiar face to talk to about their problems.

15 Continuity This would provide continuity of experience and allow for MLs to get to know their students.

16 Could be PAT. Someone the student knows and trusts. does not need to be module tutor could be PAT but someone they know and trust

17 Do not agree- impossible without numbers I have said disagree because though this may actually help it would be impossible with our numbers

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18 Do not agree. If PAT strongly agree I strongly disagree as we can't have the same module tutor throughout - if you meant PAT then I strongly agree as you can build a relationship with the student and really get to know them well. The student also knows who to go to when they need extra

support.

19 Do not agree. Students can become too dependent on one indivdual (I disagree) The student can become too dependent on one individual.

20 Do not understand Not quite sure what this is referring to - PATs, Head of Year?21 Doesn't apply as students choose second and third year modules This doesn't apply to my course because students choose their

second and third year modules and some do so to stay with a particular tutor/lecturer whilst other deliberately avoid them. Being

stuck with a tutor for three years is great if you like them but a nightmare, probably increasing disengagement, if you hate them.

22 Familiar face A familiar face. Someone who can oversee development and pick up problems.

23 Focus group recommended to discuss idea Again very difficult to put it in writing but every time there is new tutor taking up the module so many dimensions come into the picture! A focus group would be an excellent idea to get tutors

talking about these challenges!

24 Good relationship Not sure about about the meaning of the previous question. Is module tutor the same as PAT? If it is my answer would be 'strongly agree' as I think this will build a good relationship

between students and tutors.

25 May not be possible due to staff changes I am not sure what the question means. Is the question about having year tutors? Or is it about saying that a module tutor must

stick with a module for a period of five years? This may not be possible in practical terms given staff changes etc.

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26 Modules could be run twice yearly-lecturer can imporve on sessions. I think modules should be run twice yearly with the same tutor. This would mean the lecturer can improve their sessions

continuously and be up to date while improving their sessions. As we no longer have lecture/lectrue theater style teaching running

parallel sessions with 2-5 different groups for a whole year can be tedious and very hard. Running the module twice per year (short and fat) means students have less modules to focus on, lecturers

improve and can be consisten. Most lecturers know when their module needs new blood and should be revamped and get

help/change modules when this happens.

27 Not an issue. Student focused. Links with external partners I think what is more important is a student focused approach and coupled with expert knowledge and contemporary practice

experience and first hand links with our external stakeholders - which our subject area currently has and as a result we have

consistent very high employment but importantly our graduates have the jobs they actually aspired to get, not just a graduate job. The students will also frequently review their career aspirations

with their academic tutors and the tutors know the student attitudes and behaviors well and will help to align them for a really positive 'fit'. Changing academic tutors from one year to the next

should not be seen as an issue because it should help to strengthen the students skills in conveying their sense of

professional identity and driving forward a wider professional perspective. I feel academics not enjoying their PAT role should be encouraged to reflecting on self and developing their skills set as surely its has parallels with a less attuned teaching experience

too and they are likely to become more 'remote' from the challenges for our students of the future.

28 Not possible to have the same person for everything. I am not sure what you mean by 11. There are lots of different modules and therefore lots of different module tutors. It would not

be possible to have the same person for everything.29 Not practically possible to do so. The question is entirely academic, as it's simply not practically

possible to do so.30 Students get to know tutor and get more out of learning. Getting to know your students is essential in helping to motivate

and encourage them. Tutors will be able to identify individual

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improvements and track progress from year 1 to 3 (4 if they do a placement). Students will get to know tutors, will relax more and

will participate in sessions more, ultimately getting far more from a session when so many barriers can be removed through

familiarity.31 Students need to learn with different people- not to smother and wrpa

them in cotton woolStudents need to learn to work with different people. It is part of

their employability skills. We need to be careful not to smother our student and wrap them in cotton wool

32 Teaching material would need to be revised/ updated I think it's ok, as long as teaching material is revised and updated constantly.

33 Students may not relate well to every tutor I don't understand Question 11. Do you mean Personal Academic Tutor? If so, I'm not sure. I do think that not every student relates

well to every tutor, and if a student is stuck with a student that they don't like, I think that would not help student retention. Again, I think we need personalisation. Why is there an assumption that every lecturer will make a good tutor? Can we not focus on those

who are good tutors and enjoy the role, and more importantly, those that students can relate to, and giving them time and space

to offer really high quality tutoring and not assuming everyone should do everything?

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Appendix 4.Q14. If you have answered "agree"/ "strongly agree" to the above question, please explain how. Question 13 is: I think academic staff could be more effective in supporting students.Number Theme (summary) Response

1 "More effective than what". Question should be rephrased Of course one can always be "more effective" (more effective than what?). Perhaps this question should be rephrased.

2 Beginning of academic years- particularly year 1. At the beginning of any academic year, particularly Year 1.3 Being approachable. Do not know who to send the student to. Being approachable with an open door policy. Answering emails

promptly and knowing how to signpost students. Often we don't know who to contact or who to send the student to.

4 I disagree- study biased towards wanting positive comments Why don't you want my views if I disagree; is this study biased towards only wanting positive comments? I wouldn't let my

students do this in their questionnaire designs; it is oppressive and excluding. I am losing faith in your research intentions and

integrity. Some might be more effective, but the time aspect gets in the way. Many of the strategies we were asked by Jane Bunce

to do this year (identifying weaker students, offering tutorials, providing formative advice to all students) takes massive amounts of time, but it is still largely remedial in nature. The main thing this year was new students not having timetables, not being on NILE, having half a timetable. having to "click on about nine links before

we get to the F'in timetable"; no academic welcome week timetable, just the union and social stuff; some students didn't

know about any of their course's sessions, others had just one of three on their timetable. others had totally blank timetables.

5 Improve knowledge re issues such as mental health so as to spot symptoms.

We need to improve our knowledge of issues such as mental health, not because we should become medical practitioners, but so that we can spot symptoms which enable us to assist students

at an early stage by sending them to the right sources of help.

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6 Issues with application/admission/enrolement process. Greater understanding of how the process works by programme leaders and

PATS

One of the key problems is issues with the application/admission/enrolment process. If programme leaders

and PATS had an overview of how this process works, many issues which cause students distress could be averted or dealt

with quickly. One of the biggest issues is a disconnection between student declaring a disability on applications and information a)

received and processed by ASSIST and b) disseminated to tutors. Another key issue is mental health. If all tutors received mental

aid first aid training, they might be more able to identify potential signs.

7 Level of support is variable Some do not do enough, some provide amazing levels of support. Again - its difficult to put everyone in the same group.

8 Level of support is variable Level of support is very variable so more consistency needed9 Level of support is variable It depends on the individual lecturer, some are already doing a

great deal10 Level of support is variable The question is too general - some staff are excellent, some poor,

and some fall in between.11 Level of support is variable this varies from academic to academic. I find it really difficult to

answer. I also think that depending on the support needed, an academic might not be the best person to offer support. there is

also a difficult line between offering support and spoonfeeding. I'm not always sure where that line it.

12 Level of support is variable Some could, the PAt system is really good when executed as it should be but some lecturers do not really want to do this and

don’t offer the same support as others do even though we should all be doing the same thing

13 More consistent in feedback I think we could be more consistent in our feedback and should agree the standards - e.g. of written English that we are going to expect. More levelling of marking and feedback both within and

across modules and faculties would be desirable

14 More consistent re attendance and extension requests To have a more consistent approach to attendance issues, extension requests and also to give first years time to get used to

the demands and standards required of them.15 More formative assessment. More timely and forward looking More timely and forward-looking comments on students' work and

more formative assessment.

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16 More interested in particiapting in an interview or focus group to anser this question

I am more interested in participating in an interview or a focus group to answer this question rather than having to write so much!

We have all got so much on our plate already!17 More time needed in allocated hours Giving time over to support students academically. Within

allocation of hours (550)18 More time needed in allocated hours More hours for individual sessions and more hours for different

extra-curricula activities.19 More time needed in allocated hours More time & better organisation of that time20 More time needed in allocated hours We could- but we are not given the time to do this21 More time needed in allocated hours We need more time to support students better. It is not the desire

to help and support students that is lacking, but the time in which to offer that support.

22 More time needed in allocated hours If I had more time I could do a better job - offering more time to students as they start / if they are having difficulties.

23 More time needed in allocated hours Time available and over managed tutorial structures get in the way of forming really effective and supportive relationships with

students24 More time needed in allocated hours Having time to meet and get to know students, discuss issues and

support them around the whole university experience.25 More time needed in allocated hours Proper time needs to be awarded to enable this. Drop in office

hours is not sufficient and neither is the 550 allocation.26 More time needed in allocated hours As with previous answers, I think time, space, and role suitability

are key. We need to work on giving those tutors who are best at supporting students, especially those who are struggling, more time and space to do that part of the job well. If we had effective course teams, we could trial a variety of innovative ways to meet students needs and get a clearer sense of what works and what

doesn't.

27 More time needed on pastoral care More time with students focusing on pastoral care28 More time, space and training needed If given the time, space and training - we could all be more

effective. Without these things, I doubt much will change29 Not equipped to provide emotional support. More time needed in

allocated hours that is the problem - there is not time to do this. also, many are

not equipped to provide emotional support

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30 One module in first year where PAT teaches with plenty of time to talk We need at least one module in the first year where PAT teach their tutees with plenty of time in the module for talking. We also

need to acknowledge that the nature of our students have changed over the last five or six years and this needs reflecting in the introductory sessions. I suggest a common first term for each

faculty for the "non-professional courses" aimed solely at introducing HE skills and students getting used to HE

31 PDSR should include e learning to support this role: mental health, self harming, financial

I think PDRS should include e-learning development to support this role ie mental health awareness, self harming , financial - at

least the basics. It should be essential for all student facing academics as they are more likely to 'see' issues a centralized service could be developed in parallel but not in place because

there will always be the need to give students a gentle nudge and you only need to look at access to healthcare to see the

inequalities.32 Provide tutorials in different ways - e.g. virtual classroom They could provide tutorials in different ways - eg use virtual

classrooms to support students for whom travel and finding time away from part time jobs is a problem.

33 Socialising/ drop in sessions away from class. Timetabled into allocated hours

Using different approaches to engaging with the lecturers away from workshops. Socialising, having drop-in sessions away from

class but is timeabled into the lecturers working week.34 Staff have other prioirties. Many staff have other priorities suvh as meeting Research

demands and see dealing with transition students has an unnecessary chore. Where good systems of support are in place, retention rates reflect this. I speak with experience fo managing a department for 30 years. When retention rates are excellent, staff could be rewarded. Good retention rates are, after all, essential to

the survival of institutions and their staff.

35 Students lip through cracks My experience is that staff (incl myself sometimes) occasionally get to the point where they're not able to effectively monitor

engagement, and students slip through the cracks.

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36 Students should be categorised as a "customer" By firmly categorising the student as a 'customer' and looking upon queries and questions as a sign of engagement rather than a habitual annoyance.If a business had a £300,000 contract and

ignored even one email or query from its major customer or considered such contact to be an unwelcome interruption to the

daily routine then they would - and should- quickly lose that business.Why do we see students as different?

37 Time needed to follow up on students not engaging when there are large cohorts

Sometimes it is about having the time to follow up on students who are not engaging especially when there are very large

cohorts.38 Typical student at UoN is different. Improve knowledge re issues such

as mental healthYes, we need to understand who is a student at our university. The typical student at UoN is now different. More mental health

issues, more home problems and more criminal behaviour.39 Workload We don't have time to (a) think through how to be more effective

or (b) to then do those things....workloads!40 need to respond to student request for support 1 general and personal issues Dealing with general and personal issues affecting the student

experience.2 support/training on resources (e.g. library, NILE etc). Signposting to

sources of information. Providing pastoral support.Providing support/training on resources (e.g. library, NILE etc).

Signposting to sources of information. Providing pastoral support.3 Admin roles confusing. Admin roles are so complicated students are unsure what they do

and why, admin roles also do not know programme info as they are too generic: this means many mistakes are made such as

enrolment, submission advice etc. Students report to me they find the student centre ok but prefer to talk to a tutor.

4 Already are. No point supporting students who have come under tremendous expectations and pressure from past shcools and parents

They already are, but there is no point supporting those students who have came under tremendous expectations and pressure from past schools and parents but who from the outset aren't

going to make it. They would be better told to get a job.

5 Being more available. a) Being physically available and visible. b) Being linked to specific programmes

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6 Being more available. Too many people behind closed doors. Non academic staff at Avenue and most students at Park.

Being more available. There are still too many people behind closed doors, which is off-putting to any student, and there are now more non-academic staff located at Avenue campus, away from many students who are based at Park. Some services for

students still close for lunch! This is not ideal when a student may only have a gap between sessions at lunchtime.


Again, with our non-academic staff becoming more 'invisible' and also not based on the same campus, this works against the idea of 'better support'. In my experience, when non-academic staff were more visible and available, the student experience was

enhanced.8 Better resourcing I’m an academic who has consistently been a source of confident

for students over twenty years - but the story is changing - so let’s get more support staff to specialise in this field + yes I know we

have some but more needed

9 Better resourcing (Counselling and assistance for students with mental health issues).)

Increased availability of counselling and assistance for students with mental health issues.

10 Better resourcing (Placement team) Placements team are very busy if they were better resourced with staff they could respond more quickly to student questions &

requests. If lecturers had some administrator time we would not have to complete all admin tasks [which take us longer]

11 By ensuring that only those with a chance of success are admitted. On entry, by ensuring that only those with a chance of success are admitted. Lowering the entry tariff, as this university has done to an extraordinary extent, helps no one. This is in the students' own interests. Then, once the students are here, by deploying

exemplary practice as Personal Academic Tutors.

12 Call students to find out why they aren't engaging. Call them to find out why they aren't engaging.13 Chronically understaffed. Student numbers have grown and professional

staff has shrunk By multiplying! In the days when professional staff were plentiful,

we actually had some good and effective student support systems. Now student numbers have grown and the number of professional staff has shrunk, so the results are predictable. In

terms of professional/support staff, we're chronically under-staffed for the number of students we have. The non-academic staff we

do have by-and-large do an excellent job in impossible circumstances.

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14 Clear advice and signposting By giving clear advice and sign-posting to sources for help/information.

15 Clearer responsibilities. Staff allocated to subject areas and courses. Closer liaison with academics.

Clearer responsibilities. Staff allocated to subject areas and courses. Closer liaison with academics.

16 Consistent admin and IT support. Providing consistent administrative support for courses as well as IT services which are now very critical for student engagement

17 Don't know I don't know18 Emotional support emotional support19 Getting these services known better. We have a huge variety of support available for students: the

challenge is getting these services known better! This is the role of both academic and non academic staff.

20 Learning and development- demand at peak times can prevent students accessing it.

Not sure... Learning Development support is great, but demand at peak times can prevent students accessing it.

21 Learning and development sessions on modules.Study skills As above: sort out their first week much better. Consider having Learning Development sessions on the modules. Begin all

courses with a study skills short module that must be completed before the other modules begin.

22 Learning skills and resource orientation course Learning sills and resources orientation course23 Mental health and counselling need to have more staff. Assist need

more staffMental health and counselling need to have more staff - the

waiting list for a student in distress is appalling. Assist need more staff too - if we really care about the student experience then we should really invest in it and not make them wait for ages for an

assessment (ie so that they haven't got adjustments agreed before their first assignments) etc.

24 More accountability -should not apss the buck to others. More accountability on their part is expected and they should not pass on the buck to others - as is what students come and tell us!

I have loads to share here"25 More input re living skills and much more mental health input We need more input about living skills and much more mental

health input- we need to assume that the need for such input is the norm not the exception

26 More intervetion required. We leave it too late. An investment in counselling and mental health services offered by the university. Residential Life could also support student's where they are not engaging - more interventions required. We

leave it too late to support the student.

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27 Need to be more visible. Who is responsible for what. Clear decision tree

they need to be more visible and less hidden - there is zero clarity who is responsible for what/who - a clear decision tree would help everyone to find the correct department - and a clear indication of

where students can find help.

28 Non academic staff need resourcing differently to cope with increased demands

I think none academic staff support needs resourcing differently to cope with increased demand ie the peaks and troughs across the

year this way it could be more responsive when there is high demand and students need access very urgently. I do think that

students expectations need to be 'managed' to support all student facing staff ie an etiquette - or SLA type approach in an instant

answer world i think this would help all round.

29 Non academic staff should know what help is available and who to pass the student to.

Whilts non-academic staff canot and probably should not provide help and advice on academic matters, they should know what

help is available and who to pass the student on to. They should also show a welcoming, positive and helpful attitude to all students and especially to any transitioning from another

institution of any kind.30 One big team, and when all the parts work together well, I think we offer

students a really positive experience.Chris Jackson offers excellent support for helping students

develop their academic skills in the social work team. Gillian Siddall is worth her weight in gold in library when it comes to

helping students find resources, especially for their dissertations. The ChangeMaker Hub team do a fantastic job at supporting

students to develop their employability. Timetabling do an awesome job of finding me rooms when I need them. We are one

big team, and when all the parts work together well, I think we offer students a really positive experience.

31 One stop shop for students- IT, records, admissions, finance, accommodation.

Talk to one another and not send students from one department to the other. One-stop shop to deal with students issues - IT, records, admissions, finance and accommodation rather than

passing on to someone else.

32 Own the problem. Depending on skills/role but give advise and not to send them on to someone else - own the problem

33 Positive feedback about support staffmental health team, librarian and ASSIST.

I've received very positive feedback from my students about the support staff, namely the mental health team, out Academic

Librarian and ASSIST. I think tutors need the support.

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34 Prompt with e mail replies, on line access, time management By being prompt with email replies and promoting their work to help with library research, online access, time management.

35 Publish, promote and provide access to guidelines on academic learning, not just send a link

Help to publish, promote and provide access to guidelines on academic learning, not just send a link and hope it will be

accessed36 Quick response to problems Quick response to problems, e.g. finance, housing37 Quick response to problems, Responding quickly to student requests especially admissions

and ASSIST38 Remove admin burden on academic staff to spend more time supporting

academic progressHelp to remove administrative burden on lecturing staff so we can

spend more time supporting their academic progress and providing subject specific guidance rather than performing more

generic duties

39 Remove admin burden on academic staff to spend more time supporting academic progress

By taking more of the administrative tasks off academics and freeing them up to help students

40 Sessions tailored to the course content Sessions tailored to the course content.41 Shockingly chaotic. Non academic staff sould support students with well

considered, easily accessible resources and information Please see above. The non academic side of the university should work to support students and academics with well

considered, easily accessible resources and information. It is shockingly chaotic and bears all the hallmarks of an institution that has forgotten what its primary purpose is. Simplicity is apparently

one of our strategic drivers.The evidence is profoundly to the contrary.

42 Should not be "spoon feeding". Not equipped to give intensive support needed

I really don't think we can support students any more - we should not be "spoon-feeding" and we are not often equipped to give

them the intensive support many need.43 Signposting signpost44 Simplet academic processes The admin processes in the University are not always easy. I think

these could be simpler or supported more.45 Single point of contact. Students sent around in circles. Too many paper

forms. Electronic forms more efficient. By providing a single point of contact. Students are often sent around in circles and too many papers forms when electronic

forms would be much more efficient.46 Some provide a great level of service: e.g. Changemakers I don't know - some provide a great level of service, e.g.

Changemaker staff.47 Some provide a great level of service: e.g. Learning and development Learning Development are a good example of how non-academic

staff are working with students.

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48 Specialist advisers Specialist advisors with appropriate training and/or more up-to-date skill sets could (one imagines) be of more use to students,

although this is purely speculation on my part.49 Specialist advisers Specialist areas - mental health, finance, etc.50 Students may be able to contact them 'out-of-hours'. Ensure that each

student is contacted on a regular basisStudents may be able to contact them 'out-of-hours'. Ensure that

each student is contacted on a regular basis51 Support systems not instantly accessible. Students unclear as to who

they can talk to. There are numerous support systems at the university but these

done seem to be instantly accessible and students are unclear as to who they talk to when they have concerns

52 They already do I think they already do this effectively by offering advice directly or via referral.

53 They could field a lot of general questions and guidance. They could field a lot of the general questions and guidance, point students in the right directions for things more pastoral, then

academic support could be more focused on the academic side, at the moment I do both and probably more pastoral than

academic54 They could field a lot of general questions and guidance. Offer advice, friendly, welcoming, directing them to different

services55 Used to have close admin support. After the professional services

review a couple of years, we lost all this support almost overnight.We used to have close administrative support for our courses; our admin colleagues played a crucial role in helping us keep tabs on students who missed classes - they also helped to chase students up, arrange meetings etc. After the professional services review a

couple of years, we lost all this support almost overnight.

56 Weekly meetings to address any needs Weekly meetings to address any needs they have & to keep them on track & confident

57 Working more closely with academics by working more closely with academics58 -59 I think this depends on the problems the student has.60 What is available to support students in the areas they work in.61 student support through a whole range of issues; health, finance

etc.

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Appendix 5Q15. Please explain how you think non-academic staff could support students.Number Theme (summary) Response

1 general and personal issues Dealing with general and personal issues affecting the student experience.

2 support/training on resources (e.g. library, NILE etc). Signposting to sources of information. Providing pastoral support.

Providing support/training on resources (e.g. library, NILE etc). Signposting to sources of information. Providing pastoral support.

3 Admin roles confusing. Admin roles are so complicated students are unsure what they do and why, admin roles also do not know programme info as they are too generic: this means many mistakes are made such as

enrolment, submission advice etc. Students report to me they find the student centre ok but prefer to talk to a tutor.

4 Already are. No point supporting students who have come under tremendous expectations and pressure from past shcools and parents

They already are, but there is no point supporting those students who have came under tremendous expectations and pressure from past schools and parents but who from the outset aren't

going to make it. They would be better told to get a job.

5 Being more available. a) Being physically available and visible. b) Being linked to specific programmes


Being more available. There are still too many people behind closed doors, which is off-putting to any student, and there are now more non-academic staff located at Avenue campus, away from many students who are based at Park. Some services for

students still close for lunch! This is not ideal when a student may only have a gap between sessions at lunchtime.


Again, with our non-academic staff becoming more 'invisible' and also not based on the same campus, this works against the idea of 'better support'. In my experience, when non-academic staff were more visible and available, the student experience was

enhanced.

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8 Better resourcing I’m an academic who has consistently been a source of confident for students over twenty years - but the story is changing - so let’s

get more support staff to specialise in this field + yes I know we have some but more needed

9 Better resourcing (Counselling and assistance for students with mental health issues).)

Increased availability of counselling and assistance for students with mental health issues.

10 Better resourcing (Placement team) Placements team are very busy if they were better resourced with staff they could respond more quickly to student questions &

requests. If lecturers had some administrator time we would not have to complete all admin tasks [which take us longer]

11 By ensuring that only those with a chance of success are admitted. On entry, by ensuring that only those with a chance of success are admitted. Lowering the entry tariff, as this university has done to an extraordinary extent, helps no one. This is in the students' own interests. Then, once the students are here, by deploying

exemplary practice as Personal Academic Tutors.

12 Call students to find out why they aren't engaging. Call them to find out why they aren't engaging.13 Chronically understaffed. Student numbers have grown and professional

staff has shrunk By multiplying! In the days when professional staff were plentiful,

we actually had some good and effective student support systems. Now student numbers have grown and the number of professional staff has shrunk, so the results are predictable. In

terms of professional/support staff, we're chronically under-staffed for the number of students we have. The non-academic staff we

do have by-and-large do an excellent job in impossible circumstances.

14 Clear advice and signposting By giving clear advice and sign-posting to sources for help/information.

15 Clearer responsibilities. Staff allocated to subject areas and courses. Closer liaison with academics.

Clearer responsibilities. Staff allocated to subject areas and courses. Closer liaison with academics.

16 Consistent admin and IT support. Providing consistent administrative support for courses as well as IT services which are now very critical for student engagement

17 Don't know I don't know18 Emotional support emotional support19 Getting these services known better. We have a huge variety of support available for students: the

challenge is getting these services known better! This is the role of both academic and non academic staff.

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20 Learning and development- demand at peak times can prevent students accessing it.

Not sure... Learning Development support is great, but demand at peak times can prevent students accessing it.

21 Learning and development sessions on modules.Study skills As above: sort out their first week much better. Consider having Learning Development sessions on the modules. Begin all

courses with a study skills short module that must be completed before the other modules begin.

22 Learning skills and resource orientation course Learning sills and resources orientation course23 Mental health and counselling need to have more staff. Assist need

more staffMental health and counselling need to have more staff - the

waiting list for a student in distress is appalling. Assist need more staff too - if we really care about the student experience then we should really invest in it and not make them wait for ages for an

assessment (ie so that they haven't got adjustments agreed before their first assignments) etc.

24 More accountability -should not apss the buck to others. More accountability on their part is expected and they should not pass on the buck to others - as is what students come and tell us!

I have loads to share here"25 More input re living skills and much more mental health input We need more input about living skills and much more mental

health input- we need to assume that the need for such input is the norm not the exception

26 More intervetion required. We leave it too late. An investment in counselling and mental health services offered by the university. Residential Life could also support student's where they are not engaging - more interventions required. We

leave it too late to support the student.

27 Need to be more visible. Who is responsible for what. Clear decision tree

they need to be more visible and less hidden - there is zero clarity who is responsible for what/who - a clear decision tree would help everyone to find the correct department - and a clear indication of

where students can find help.

28 Non academic staff need resourcing differently to cope with increased demands

I think none academic staff support needs resourcing differently to cope with increased demand ie the peaks and troughs across the

year this way it could be more responsive when there is high demand and students need access very urgently. I do think that

students expectations need to be 'managed' to support all student facing staff ie an etiquette - or SLA type approach in an instant

answer world i think this would help all round.

29 Non academic staff should know what help is available and who to pass Whilts non-academic staff canot and probably should not provide

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the student to. help and advice on academic matters, they should know what help is available and who to pass the student on to. They should

also show a welcoming, positive and helpful attitude to all students and especially to any transitioning from another

institution of any kind.30 One big team, and when all the parts work together well, I think we offer

students a really positive experience.Chris Jackson offers excellent support for helping students

develop their academic skills in the social work team. Gillian Siddall is worth her weight in gold in library when it comes to

helping students find resources, especially for their dissertations. The ChangeMaker Hub team do a fantastic job at supporting

students to develop their employability. Timetabling do an awesome job of finding me rooms when I need them. We are one

big team, and when all the parts work together well, I think we offer students a really positive experience.

31 One stop shop for students- IT, records, admissions, finance, accommodation.

Talk to one another and not send students from one department to the other. One-stop shop to deal with students issues - IT, records, admissions, finance and accommodation rather than

passing on to someone else.

32 Own the problem. Depending on skills/role but give advise and not to send them on to someone else - own the problem

33 Positive feedback about support staffmental health team, librarian and ASSIST.

I've received very positive feedback from my students about the support staff, namely the mental health team, out Academic

Librarian and ASSIST. I think tutors need the support.34 Prompt with e mail replies, on line access, time management By being prompt with email replies and promoting their work to

help with library research, online access, time management.35 Publish, promote and provide access to guidelines on academic

learning, not just send a linkHelp to publish, promote and provide access to guidelines on

academic learning, not just send a link and hope it will be accessed

36 Quick response to problems Quick response to problems, e.g. finance, housing37 Quick response to problems, Responding quickly to student requests especially admissions

and ASSIST38 Remove admin burden on academic staff to spend more time supporting

academic progressHelp to remove administrative burden on lecturing staff so we can

spend more time supporting their academic progress and providing subject specific guidance rather than performing more

generic duties

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39 Remove admin burden on academic staff to spend more time supporting academic progress

By taking more of the administrative tasks off academics and freeing them up to help students

40 Sessions tailored to the course content Sessions tailored to the course content.41 Shockingly chaotic. Non academic staff sould support students with well

considered, easily accessible resources and information Please see above. The non academic side of the university should work to support students and academics with well

considered, easily accessible resources and information. It is shockingly chaotic and bears all the hallmarks of an institution that has forgotten what its primary purpose is. Simplicity is apparently

one of our strategic drivers.The evidence is profoundly to the contrary.

42 Should not be "spoon feeding". Not equipped to give intensive support needed

I really don't think we can support students any more - we should not be "spoon-feeding" and we are not often equipped to give

them the intensive support many need.43 Signposting signpost44 Simplet academic processes The admin processes in the University are not always easy. I think

these could be simpler or supported more.45 Single point of contact. Students sent around in circles. Too many paper

forms. Electronic forms more efficient. By providing a single point of contact. Students are often sent around in circles and too many papers forms when electronic

forms would be much more efficient.46 Some provide a great level of service: e.g. Changemakers I don't know - some provide a great level of service, e.g.

Changemaker staff.47 Some provide a great level of service: e.g. Learning and development Learning Development are a good example of how non-academic

staff are working with students.48 Specialist advisers Specialist advisors with appropriate training and/or more up-to-

date skill sets could (one imagines) be of more use to students, although this is purely speculation on my part.

49 Specialist advisers Specialist areas - mental health, finance, etc.50 Students may be able to contact them 'out-of-hours'. Ensure that each

student is contacted on a regular basisStudents may be able to contact them 'out-of-hours'. Ensure that

each student is contacted on a regular basis51 Support systems not instantly accessible. Students unclear as to who

they can talk to. There are numerous support systems at the university but these

done seem to be instantly accessible and students are unclear as to who they talk to when they have concerns

52 They already do I think they already do this effectively by offering advice directly or via referral.

53 They could field a lot of general questions and guidance. They could field a lot of the general questions and guidance, point students in the right directions for things more pastoral, then

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academic support could be more focused on the academic side, at the moment I do both and probably more pastoral than

academic54 They could field a lot of general questions and guidance. Offer advice, friendly, welcoming, directing them to different

services55 Used to have close admin support. After the professional services

review a couple of years, we lost all this support almost overnight.We used to have close administrative support for our courses; our admin colleagues played a crucial role in helping us keep tabs on students who missed classes - they also helped to chase students up, arrange meetings etc. After the professional services review a

couple of years, we lost all this support almost overnight.

56 Weekly meetings to address any needs Weekly meetings to address any needs they have & to keep them on track & confident

57 Working more closely with academics by working more closely with academics58 -59 I think this depends on the problems the student has.60 What is available to support students in the areas they work in.61 student support through a whole range of issues; health, finance

etc.

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Appendix 6.Q17. If you have answered "agree"/ "strongly agree" to the above question, please explain how, why, and when this could be done. Question 16 is: I think that the personal tutor could have a greater role in student experience.

Number Theme (summary) Response1 2 months from the start of the first term How: by learning what a PAT does and how it's best done. Why:

because the PAT is central to the SE on many levels. When: from around 2 months before the start of the first term.

2 Approach and support need to be able to approach and get support3 Clarity of function could be improved. I don't see much use of PATs in second year, and many students

(and staff!) don't really understand what the PAT is "for" - clarity of function could be improved.

4 Dedicated tutor for each subject group There should be a dedicated tutor(s) for each subject group. Splitting this up across team members an changing year to year

creates confusion.5 Different in different faculties where some have many tutees and others

have few.This is different in different faculties where some have many

tutees and others have a few. The fewer you have, the greater the time and support you can offer. Ensure every tutee is taught

regularly on their course by their personal tutor.

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6 First class training should be compulsory. Being a personal tutor is a time consuming and demanding task if taken seriously. First class regular training should be compulsory

and there should be regular meetings of tutors to share, in confidence, problems and siolutions. Personal tutors have to be

valued by the institution and rewarded for this work. Links between tutors and the Students'Union need to be established if not in place at UoN already. Personal tutors should realise that teh role is more than keeping an eye on academic progress. It involves monitoring the complete student experience whilst at university, everything from arrival to graduation including the

graduation ceremony and after.

7 If they teach the tutees in term 1. Yes but only if they teach their tutees in term one8 Knowing more about the student Just by knowing a little more about the individual students9 Lack of consistency Where the role is carried out it can be very effective.However, the

agreed approach lacks consistency .10 Lack of consistency It depends on the PAT, some havea hands off approach and

some are more attentive11 More formal planned meeting at the start of th programme- scheduled

into student timetable.A more formal planned meeting at the start of the program could

be offered and then a follow up meeting each term would be helpful. These could be scheduled into Students timetable and

lecturers calendar, these could be group meetings to support peer support and individual meetings as needed.

12 More holistic approach suggested. For my own subject area I feel we are now having a much more 'bespoke' conversation - so what do you want to achieve aside from your degree..ie travel, volunteering, expanding skills for

employment or creativity or work life balance. A more holistic PAT approach. I do think this type of PAT approach could be done elsewhere though where the ratios of students to staff are high

clearly they need to address this otherwise every student will have a more diluted experience.

13 More opportunities to see tutees- e.g. fortnightly. Personal tutors should have more opportunities to see their tutees, e.g. a fortnightly seminar.

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14 More strongly built into workloads This needs to be more strongly built into our workload and recognised as being of the utmost importance if the SMT of the

university are truly engaged with student retention. The Year Leader role on our UG course is of utmost importance and should

not only be recognised but given higher status.

15 More time needed in allocated hours Allowing time to engage with each student within the allocated hours (550). To provide greater pastoral support to students-

especially in the first year of study. Introduce students to other students who have been at the university for longer and "buddy"

them up.

16 More time needed in allocated hours I agree that PAT's could play a greater role, however, the current system relies on the student making the effort to contact their PAT

when needed. One hour per student on the 550 is not enough though, if the PAT role is to be enhanced.

17 More time needed in allocated hours Currently staff have 1-2 hours dedicated to PAT work. In some departments were staffing is stretched, it is not uncommon for

each academic to have over 30 individual PATs to work with. Due to work pressures, staff tend to treat PATs all in one group - ie

offering group meetings rather than the individual meetings that are needed to help get to know individual students. Unfortunately,

when these types of meetings are arranged, student engagement/attendance to them is incredibly poor.

18 More time needed in allocated hours The PAT role is not efficiently promoted at the moment, our students know who we are but do not know what we do. Furter,

the hours given in our workload are not enough to deal with personal tutoring, especially international students.

19 More time needed in allocated hours If more time was allocated to the role, there could be more regular meetings, e.g. to spend more time looking at performance in

assignments, skills development etc. It would require personal tutors to want to invest time in this though - not all personal tutors

would want to do this.

20 More time needed in allocated hours More time to support21 More time needed in allocated hours Needs to be properly recognised in workload planning terms.22 More time needed in allocated hours Specific time to spend with personal tutees both individually and

in groups.

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23 More time needed in allocated hours More accountability on their part, separate time set aside for personal tutoring every week and this should reflect in the tutor's

550. the question is can we devote one hour every week per student?!!

24 More time needed in allocated hours Given more time and rooms to use for F2F meetings25 More time needed in allocated hours Structuring topics for lecturers to cover would be a starting point.

Timetable meetings with the students. Allocating the correct amount of time to the job in hand. instead of allocating time and

asking the lecturer to utilise that, allow the lecturer to declare how much time this type of support does actually take.

26 PAT already have a big enough role and presence with students PAT already have a big enough role and presence with students27 PAT can provide timely practical support and perhaps empathy. Personal tutors may be able provide timely practical support and

perhaps emphathy when this may be required by students28 PAT should be staff member with most contact time with student The personal tutor should be the staff member with most contact

teaching time with the individual student.29 PAT system already works well The PAT system already works very well in our course.30 Personal tutor need not be an academic. Why dopes the PAT need to be academic staff? This could be a

non academic role provided centrally by student services with faculty representatives.

31 Personal tutor need not be an academic. Time But only if there is proper time available to do so, the personal tutor need not be an academic?

32 Professionalisng the role. By professionalising the role.33 Role of the PAT is to support the student academically and where

appropriate, pastorally. the role of the PAT is to support students academically and,

where appropriate, pastorally. This is indivisible from the student experience

34 Should meet at least once a term. Yes I would agree here, it should be clear to students that they need to meet with their tutor at least once a term. (many students

only meet with their PAT when there is a problem)35 Students seem more likely to approach the module leader that persoanl

tutorPersonal tutors are often staff that students do not know. Students seem more likely to approach the module leader for support, than

their personal tutor.36 Students seem more likely to approach the programme leader that

persoanl tutorThe current PAT system does not work. Students tend to come to

me as programme leader.

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37 The FBL cut the hours for PAT work which suggests it is not valued. The role needs to be strengthened with proper recognition of the work involved. This year FBL CUT the hours for PAT work which

suggests that it is not valued. The PAT can be crucial in supporting students when they need advice on their options and

can help to prevent a student from withdrawing.

38 Timetabled sessions would help Timetabled sessions would help to promote the importance of the PAT system

39 Training. More time needed in allocated hours Through giving a higher profile to the role, better training and more hours on the workload tariff.

40 Same answer as for Q14.41 the tutor should be the first point of contact and create liaisons

with other staff and agencies. they can help with all sorts of issues and signpost students for more help.

42 See my answer to question 11.

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Appendix 7Q21. If you have answered "agree"/ "strongly agree" to the above question, please give examples. Question 20 is: Could lecturers support students, encouraging them to focus more on social skills and personal development?Number Theme (summary) Response

1 Already embedded in several modules across the university I think many courses already have this type of content embedded in several modules across the University. I am not wholly

convinced that academic staff are best placed to deliver this type of content, however. There is expertise in the University (eg

Learning Development, Changemaker Hub) that might be better suited to this type of thing.

2 Already embedded in several modules across the university Lecturers often already do support students in developing their skills.

3 Already embedded in several modules across the university the above answer was not 'agree' etc. anyway, isn't that part of what we do anyway? I think we need to start thinking about the

fact that we provide an education and not just teaching.4 Already embedded in several modules across the university I think there are pockets of excellence occurring all over the

university in this regard and we need to ensure PATs are clear around the expectations and scope of this role.

5 Already embedded in several modules across the university I didn't answer agree or strongly agree but feel that our faculty does a lot of this already.

6 Already embedded in several modules across the university Our BA QTS course does recognise these elements as they are built into the requirements of achieving QTS through displaying

competency in the Teachers' Standards during school placements and academic assignments.

7 Already embedded in several modules across the university Think we could find ways of embedding this more overtly within existing modules. Some modules do this, but to date hasn't been a clear policy/strategy across the programmes. With curriculum

redesign for Waterside move, some attempts have been made to address this, but could go further.

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8 Developing social/work/society skills is an important need. Developing their social/work/society skills seems to be an important need.

9 Developing student internal locus and self efficacy. I think key to student success is developing an internal locus of control and self-efficacy. This is not quick or easy, but there is

good evidence that shifting students attributions of success and failure has a positive effect on grades and retention. I think a compulsory module on 'learning how to make the most of my learning' would be more useful that a compulsory 'work based

learning' module.

10 Disagree with the assumption that HE is about work based learning. Social skills as part of academic skills such as discussion and group-

work should be encouraged in term one.

I did not answer either of the above BUT I disagree with the assumption that HE is about work-based-learning. Social skills as part of academic skills such as discussion and group-work should

be encouraged in term one.

11 First year students not interested in doing career planning work First year students are simply not interested in doing career planning work. They have enough to worry about with settling in

and getting used to University. It will also cause problems with JH students as many programmes have 3 compulsory modules. For social skills / personal development we ask students to complete a form for the first Personal Tutorial asking them to benchmark

their skills and then we discuss actions with them. This can then be followed up later in the year and again in the second and third

years where we repeat the exercise in class time.

12 Fun. Critical thinking illustrating the need for and fun of critical thinking.13 Group work, team working, presentation feedback This could be part of group work, team working, presentation

feedback and so on. However, students do not always want to hear feedback that is not directly linked to an assessment

criterion!14 Interaction with others Interaction with others should be an integral part of the learning

experience, no matter the subject being studied.15 Is this the role of academics- to improve social skills Is this really what academic's are best at? Is this why students go

to university so their academic's can explain to them how to improve their social skills? The social skills I need to navigate my social environment are very different to the social skills needed for some of our students. I mean they move through different social

circles.

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16 Mandatory module on personal and professional development. Module on personal and professional development should be compulsory

17 Mandatory module on personal and professional development. Does this need to be a lecturer?

Does this need to be a lecturer? I think a compulsory module would be good so long as it covers the right things, digital literacy,

adult learning etc18 Mandatory sessions in welcome week. There must be mandatory sessions in welcome week for first year

students on how to write emails, how to behave in a classroom, etc. Assessments should not be marked if a students has not

completed these sessions.

19 More encouragement, discussion, group working, face to face time. Issues of poor attendance would need to be addressed.

More encouragement of discussion & group working, modelling actual work environments. More face-to-face time would be needed and the issues of poor attendance would need to be

addressed.20 More of a connection with the student union Develop more of a connection with the Student Union. They run

lots of activities which clashes with academic timetables. Work together to ensure that the student doesn't have to make these

choices as to whether to spend their time at SU or in class.21 More time needed in allocated hours Again, allocation of hours (550). Engaging with students on

discussions both inside and outside academia. Showing students that lecturers genuinely have an interest in them.

22 More time needed in allocated hours But again we do not have time to do this and we are supposed to have non- academic support staff to provide this service

23 More time needed in allocated hours Specific time allocated to this24 Net working with professionals should be part of the programmes ??? no agree etc above but networking etc with professionals

should be part of the programmes25 Not sure a lecturer is the right person to do it. Some lecturers are

unsociable; a few are downright nastyThey need this, but I'm not sure a lecturer is the right person to do it; some lecturers are unsociable, a few are downright nasty. I'm

not convinced that many lecturers have attained their own personal development; a socially skillful personally developed

lecturer is a contradiction of terms.

26 Not trained in the same way as school teachers Behaviour, attitudes and so on do have an impact on retention and progression, so we have to be aware of this but...how to

support students in this way? I'm not sure. We're not trained in the same way as school teachers.

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27 One size doe not fit all For some students the transition to an undergraduate program is a more of a challenge than for others. One size does not fit all, some more mature students may feel insulted by offering work based skills and might disengage them if individualised support

was not available.

28 Placed in subject based context I think staff should advise students how to best achieve the learning objectives within the module, if these contain soft skills

then this is appropriate.29 Placed in subject based context. NB You did not ask agree/strongly agree in this question? After a

number of years experience in HE, I know that students do not welcome 'generic' type modules. Instead, a subject-focused

module can be re-purposed with the embedded skills in it (a bit like hiding cabbage in mashed potato!). Skills and work-based

learning fail when disengaged from a context that students perceive as relevant and interesting.

30 Placements. Discussion in class. Advise students to undertake placements, encourage students to have more discussions in class (prep work essential)

31 Specific workshops (employers in classroom) Have specific workshops (ideally with employers in the classroom)32 Spend quality time with students on an individual basis No simple answer, other than spending 'quality' time with students

on an individual basis, listening to concerns, etc.33 Students not so eager to engage: UoN societies, volunteer We do encourage students to do this ... but they are not so eager

to take it up = UoN societies & volunteering34 Through classroom activities This can be done through classroom activities (e.g. seminars and

workshops) by encouraging students to voice their opinions in groups and as individuals. Too many students are scared of

speaking in class (perhaps a legacy of not wanting to seem too keen at school, or perhaps because they fear being wrong when

about what they say). We need to encourage an environment where all students can be confident in how they communicate

orally (as well as have respect for the opinions of others).

35 Through classroom activities By building in relevant activities to the lesson plans36 Well rounded student will be more succesful in the workplace Important to recognise that a well rounded student will be more

successful in the workplace than one who is only effective academically.

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37 Why no attendence policy. Making eaier for students Embedding social skills and personal development should be part of any module design and I think University of Northampton has recognised this but the practices in place needs to be changed. Too much of focus on treating students as customers is going to be detrimental and I can see it in this culture. Example - why no

attendance policy? why are we always trying to make things easy for students? In doing this we are compromising on academic

rigour.

38 This is done in many of the modules and exercises.39 There is no "agree" or "strongly agree" option in the previous

question.40 This question is not consistent with the previous question!41 Goal setting and employability skills

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Appendix 8If you have any examples, please give reasons why students have withdrawn from a programme or module.Number Theme (summary) Response

1 Accommodation -unsocial activities by other students in the halls of residence

Accommodation issues. I would like to have understood why the student had no alternative but to leave due to the unsociable

behaviour of others in the halls or residence.2 Admitting DDD students at A levels is setting them up to fail. Lack of

compulsory attendance policy. Research shows a variety of reasons. Assessment, teaching

methods and the wrong course are always close to the top of the list. Again, many withdraw because they shouldn't have been

admitted in the first place. Admitting DDD students at A level is setting them up to fail. The lack of a compulsory attendance policy

doesn't help.

3 Boring 'it is boring' 'I would rather go to work' 'can't be bothered'4 Carer Having to look after parent as a carer. Cannot cope with full time

job and studying at the same time.5 Change of career path Change of career path.6 Changed programme- not business focused enough Changed programme because the original was not business-

focused enough. Modules have been changed because the student has found more discipline-specific modules after their

original choices have been made. Also, module alterations have been made to choose a particular lecturer.

7 Criminal activity, low attendance, mental health issues Criminal activity, low attendance, mental health issues8 Didn't like the course. Didn't get the experience. Personal

circumstances. Don't like the course, didnt get the experience they wanted,

personal circumstances9 Do like module tutor Withdrawing from a module tends to be because they do not like

the module tutor.

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10 Finance. Joined a course that didn't suit them Where students withdrew from my programme at my previous university it was usually for one of two reasons. Either they were facing financial problems or they had joined a course that did not suit them. Usually this meant that their choice reflected what they

had been told and this did not match reality.

11 Finance. Personal problems Finance, personal problems - It is very rare that a student withdraws because they have had a poor 'student experience'

12 Finance. Personal problems Financial, family pressures13 Finance. Personal problems The big issue for me is that from my 10 years of experience in

working with students, almost all the underlying causes of student withdrawal lies outside the control of academic staff, and, often,

the University as a whole. An increasing number of students have financial, family, social, and cultural pressures that make studying

at University incredibly challenging. In addition, due to increasingly lower entry requirements, many students appear ill equipped to deal with the basic requirements to complete work -

they are intimidated and daunted by studies which, in many cases, are beyond their capabilities. Perhaps in light of this type of intake, a huge proportion of students have trouble with motivation and have a pretty vague sense of why they have signed up for a degree - this lack of clarity can really impact on engagement and

lead towards eventual withdrawal.

14 Finance. Personal problems The reasons are usually personal. It is not because they dislike the course or the module or the Uni, it is just that they suffer a bereavement, they have financial problems, they have mental health problems that mean that they can't carry on studying.

15 Finance. Personal problems Usually due to personal factors (illness, finance, family issues, etc).

16 Finance. Personal problems Financial reasons; care responsibilities at home.17 Finance. Personal problems Family pressures. Finance.

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18 Finance. Personal problems Over the last 13yrs our attrition has been relatively low compared to the university KPI's and HEE KPI's. Form my experience

students withdraw due to unforeseen financial, or family reasons i.e. separation ( why would this not impact on a significant number

of students over a 3yr programme) , serious mental health issues , (again given population stats/evidence, this is not

surprising). Bereavement of a parent/child/partner. Very rarely because they didn't make the right choice of degree.

19 Finance. Personal problems Financial difficulties Personal crisis - breakdown Better opportunities at another institution

20 Finance. Personal problems For out students it is usually life, finances, bereavement, travel etc as opposed to cannot achieve the academic requirements

21 Finance. Personal problems. Lack of preparedness. Anecdotal evidence suggests that financial pressures and difficulties relating to accessing campus (often involving family responsibilities and/or distance of travelling) are critical. Lack of

academic preparation is another factor.

22 Health problems Stress23 Health problems. Personal problems. 1) Pregnancy. 2) Cancer. 3) Brain tumour. 4) Life-changing illness

to child. 5) Having to become carer for elderly relative. 6) Study break due to variety of issues. 7) Depression. 8) Demands of

study, employment and family. 9) Hissy fit after being called for academic misconduct.

24 Health problems. Personal problems. Commuting. Lack of enthusiasm. Physical and mental health problems; family and work commitments; distance commuted; lack of enthusiasm for the

subject.

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25 Homesick. Adjustment to level 4 . Finance. Personal problems. Level 4 is a difficult adjustment year some students find the transition to HE more difficult. Finance and accommodation

present additional challenges. Students are often 'homesick' and this is often a year where they experience personal anxieties for example, the trauma of family member becoming ill for the first time/grandparent dying. The mental health team are stretched and it is often difficult for them to respond quickly enough to

students who could be helped by counselling sessions. Support for international student where languages skills can be a barrier to comprehension is difficult to organise and doesn't provide enough help for the students. The number of students who withdraw for

purely 'academic' reasons is very small.

26 Homesickness/not prepared to live/work away from home, unsuited to the course, poor engagement/attendance and poor attainment in

academic work.

As a former Year 1 PAT Leader, Year 1 trainees left for the following reasons: homesickness/not prepared to live/work away from home, unsuited to the course, poor engagement/attendance

and poor attainment in academic work.

27 Lack of academic preparedness Students not having adequate and appropriate background qualifications and struggling/failing out. Lack of academic

preparedness e.g. computer, maths and communication skills and unwillingness to be proactive and engage with extra support

28 Lack of academic preparedness. Personal problems Illness. Family commitments. Not being ready for university. University not the right route for them (feel forced into it or haven't

really thought about whether they want to go to university). Homesickness. Financial issues.

29 Lack of engagement/ failed modules/ Wrong course. Student 1 transferred from one programme they should never have been taken onto in the first place to my programme where I had no choice in whether I took them or not. Did a year- did not engage- failed all modules- withdrew. Student 2 was re-sitting year- did not engage- failed all modules again- withdrew. Both

students ignored invitation to tutorial and it was hard to know why they were actually on the course unless it was to get the student loan. Student 3 completed year and then met with me to explain that she felt she was on the wrong course and asked to transfer-

she is now apparently happier on her new course.

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30 Lower level of entry. Poor attendance. Lack of engagement The lowering of entry requirements has enrolled students previously considered not ready for the UoN Poor attendance &

lack of engagement31 Move closer to home Most common reason I hear is for students withdrawing is to

move back closer to home32 Non attendance. generally it is because they do not turn up to sessions and

therefore cannot complete their work to a satisfactory standard33 Non attendance. Academic misconduct Persistent non-attendance, academic misconduct.34 Not the right path/ right time Poor knowledge and application to practice. Some students have

not chosen the right path for them. For some students it is not the right time, some time out and other learning or work can help

them to be ready to return.

35 Other students weren't working as hard. Wanted better environment. Lack of parking. Thought Waterside would be DL.

did not feel other students were working as hard as they were and wanted a better environment, lack of facilities as wanted parking, thought in future there would no tutors/lecturers as at waterside it

would all be DL hence UoN were giving out laptops

36 Personal problems Personal issues e.g. caring responsibilities.37 Personal problems Mental health issues; family problems; falling behind with work;

pregnancy38 Personal problems in postgraduate it is usually because of events in their life - like

the demands of word or illness/pregnancy/family issues.39 Personal problems Illness, Non engagement for various reasons40 Personal problems Personal problems, family issues, conflicts between time

demands of work and study41 Personal problems Personal circumstances mostly42 Personal problems normally personal issues above their control.43 Personal problems. Wrong course. Did not engage. 1) Personal circumstance. 2) Deciding that they are on the wrong

course. 3) Failing to engage with learning opportunities.44 Pressure in the work place Pressures in the workplace have lead to students having to end

their studies45 Pressured to attend. Not the right course. Study demands/ workload.

Homesick. Health problemsfelt pressured to attend university, not chosen the right course, did

not expect the workload, home sick, ill health

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46 Smoking cannabis. Sulked and left after failing professional element of the course

One was caught smoking cannabis in his rooms, another failed an interview for the professional element of the course, sulked and

left which was probably the best thing he could do as that attitude would be unacceptable in a professional occupation.

47 Students not ready We just grab their money - that’s all the institution is interested in - some of them are simply not ready for the experience and this

must be acknowledged48 Students not ready. Pushed by parents. Study demands. Personal

problems. Did not engage/ turn up. 1. They started a course to please family not for themselves 2.

They were not academically able for HE 3. They did not understand the programme and its demands 4. Ill health / mental

health / caring responsibilities 5. They could not / were not engaging with teaching / learning / assessment and so got behind

- usually because they did not turn up

49 Study demands. Work load and academic standard too demanding50 Study demands. Cultural setting. Problems adapting to a different cultural setting and course

difficulty51 Study demands. Personal demands Surprised by the amount of work they have to do on their own,

family demands are too great to allow concentration on studies, "not what I thought it would be", wrong choice of subject because

of parental or social pressure, unable to keep up.

52 To follow a friend to follow a friend53 Too big a leap from school. Pushed by parents. Could not understand

anything said by lecturerstoo big a leap from school approaches; pushed into coming to uni

by parents against their will so deliberately disengage and fail; Cannot understand anything that is said by some lecturers.

54 Too hard Found it too hard. Find self-directed study too hard. Prefers other tutors delivery style.

55 Uninterested Incapable of progressing, too interested in the "I'm paying for this degree so it should be handed to me on a plate......you mean I

have to work for this?" philosophy.......which they find out isn't the case!

56 Unsupported. Out of depth They have felt unsupported and out of their depth at University, they have felt the course match their hopes.

57 Victims of assaults (verbal / sexual / physical) and unsupported by University. Not hearing updates on applications so going elsewhere (PG

specifically)

Victims of assaults (verbal / sexual / physical) and unsupported by University. Not hearing updates on applications so going

elsewhere (PG specifically)

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58 i do that anyway59 We already have an allocation for pastoral support and, whilst it

doesn't always cover the actual time spent in dealing with specific issues, it can make the difference between a trainee staying or

leaving.

60 a) Issues in personal lives. b) Paid work. c) Course was not what the student thought

61 Normally personal issues/finances62 Hard to tell - often the decision to withdraw is taken without

consulting staff, and the first I hear of it is via Cause for Concern procedures or receiving a withdrawal notification from student

records.

63 NA

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Appendix 9Please explain as to what could have been done differently to help retain the student in a programme or module at the universityNumber Theme (summary) Response

1 Accept student attrition. It isn’t always possible, they often have to take time out and hopefully come back, also as ours is a professional course

sometimes it is appropriate and right that we lose some students who may attain academically but cannot meet to the professional

demands

2 Accept student attrition. Nothing - if a student is unable to cope with the stress of the course they will be better served to take a break and try again

later in their life. The over riding expectation of academic success is not a good thing.

3 Accompany the student to met with the residential team Being able to accompany the student to met with the residential team and discuss this with the student.

4 Admissions/ marketing issues We have had a history of admissions/marketing issues where students who wanted to do more popular courses are instead

offered our course which is vastly different and they are ill prepared in terms of background and have no motivation for it/it is not what they thought. We expect this to now improve with altered

entry requirements.

5 Admit students who are ready. First of all we need to admit only those students who are ready. If we admit those who are not, then more hours should be given to supervisors to design teaching that meets the needs of all. i don't teach the UG, but at PhD level we also need to have compulsory

attendance to some events (even online attendance) and we need to have systems for the students to complain safely about the

support they are getting from their supervisors

6 Admit students who are ready. Maybe they should not have been recruited in the first place?7 Better advice prior to enrolment. Better communication better advice prior to enrollment, open days, better

communication over the summer

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8 Clarity of expectations. Reduction in duplication of content from one module to another. Better responses to queries and signposting.

Consolidation sessions. Clearer link between module content and employability

Clarity around expectations and regular 'checking - in' on progress Reduction in duplication of content from one module to another

Better responses to queries and signposting Consolidation sessions to draw out the purpose of the module Clearer link

between module content and employability

9 Could not have tried harder. Could not have tried harder................!10 Dumb down. Stop using lecturer-speak; dumb everything down to GCSE level

and work up from there; Change Change-maker11 Earlier intervention. Not sure - perhaps earlier intervention, but that requires a student

to ask for help and/or for us to have time to notice and act on engagement issues.

12 Earlier intervention. With the exception of falling behind with their work there is little I feel I could have done; for the student who fell behind with their

work, there could have been earlier intervention if module leaders had shared information about submissions.

13 Earlier intervention. They need to be briefed better before they start the course14 Easy access to everything from enrolement to accomodation. Weelcome

week- hands on re ABL. A good start where they have easy access to everything from

enrollment to accommodation etc. A welcome week that is more hands on re blended learning skills development rather than

subjhect specific 'tasters'

15 Effective PAT system Perhaps feeling isolated lies behind the wish to be closer to home so an effective PAT system may help

16 Enhanced mental health Given that most of the problems are personal ones then there isn't really much that can be done. Enhanced mental health provision would be a good starting point as would ensuring that they enrol

with a complete timetable so they don't get behind.

17 Enhanced mental health I think that is there was a fast track approach to some mental health problems there might be a way of early intervention helping

shorten the period of ill health with mental health crises. The ASSIST team are very good and always do their best but 4-6 weeks into Autumn term they are typically very busy and have little head room. Same with support for SPld, its excellent but

students report the processes are quite protracted to actually get resources and learn how to use them.

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18 Exit interview with PAT. Not sure - perhaps requiring/enabling an 'exit' interview with PAT before withdrawal happens, so that if the reason for withdrawal is something that can be addressed, the student at least will find out

about the options available.

19 Faster administration re course changes asnd timetabling. Faster administration involving course changes and timetabling20 Financial support more financial support21 Further support Not all students should be retained on a professional program if it

not right / right time for them. Some students benefit from individual support assisting them with acquiring the right skills to

start in year on in a professional environment, with further support they are able to achieve well in subsequent years.

22 Further support Specific, individualised support programmes developed alongside Student Services and/or Learning Development, ASSIST and

medical professionals.23 Further support. PAT system that is enforced. They do need pats system which is enforced - but the institution

needs to step up as well, I am increasingly beginning to feel like I’m supposed to be utterly responsible for insecure young people

with issues -

24 Further support. Timetabled. Flow chart. thorough support from day 1 with timetabled time to see personal tutors on a regular basis. Flow chart of who to see about things so

they don't have to search for stuff.25 Government policy A Government policy to lower/remove tuition fees and introduce a

graduate tax or similar, or to increase the maintenance loan.26 Greater interest by university's disparate parts- acting cohesively. Greater interest shown by the university's disparate parts- acting

cohesively to engage with the student to encourage them stay.27 Greater support Greater support28 Greater support. More support for students from widening participation

backgrounds29 Greater support. Enhanced mental health In one case the students emails weren't even acknowledged.

Students have told me they don't know how to report incidents. There is no clear zero tolerance policy. Students report not being

able to access counselling / mental health support. Respond quickly to queries.

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30 Health/ personal problems I think (up to a point) that health problems and personal problems (e.g. caring for relatives) can be accommodated (e.g. via the mitigating circumstances programme). No student should be

working more than 10 hours during the university term (if they are studying part time) and it would be a good idea for the university

to have an official policy on this.

31 Higher entry tariff. Improve English. Compulsory attendance. Use a higher entry tariff - admit those who can actually string a few words together in English, for example. Is it surprising that we

now have low retention rates when our entry requirements are largely "can you breathe in and out"? Secondly, introduce

compulsory attendance at Level 4.

32 Honest answers at Open days. After acceptance, contact with students should continue until they arrive

Honest answers given to questions at Open Days would help. There is considerable pressure on staff to encourage applicants to

choose a given university when it may well be clear that such a university is totally unsuited to their needs. This should be

explained to them rather than attempting to get them to join. After acceptance, contact with students should continue until they arrive and then they should be given every support to enable

them to make the most of their time at university.

33 Increase entry requirments. Repercussions for non attendance. Increase the entry requirements and have repercussions for non attendance!

34 Limit paid work- full time work is not compatible with full time study. In regard to b), a university policy that limits paid work hours would give a strong message that full-time work is not compatible

with full-time study. In regard to c), reinstate interviews35 Manage better during induction, open days and marketing. I do think some students simply don't understand the

requirements, that there are no short cuts and so we need to manage this better during induction, open days and marketing; we can do more to engage their interest, but ultimately we cannot do

the work for them.

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36 Management of student expectations. clear management of our expectatations from students - we need them to know what is required of them and what happens if they do not hit that. Potential to exclude students thus retaining those who want to do well, maybe /potentially something like streaming

in schools those that want to be high flyers , can. Better coordination/communication/process between support activities

and academic - 20 emails come in but all are different places/different spaces - students feel confused and overwhelmed

- we need to manage this better. Maybe every day at 11 oclock there is the 'UoN digest' including whats happening this week/next week etc and shows how this supports the students. Cross faculty

things as well.

37 Mandatory study time provided by employer Mandatory study time given by the employer whilst the student is studying

38 Mentor/ buddy system. A mentor / buddy system / better opportunities to engage with student community beyond drinking and sports.

39 More bursaries/ funds for transitional support. Larger counselling/ support team. More mentor schemes.

Access to more bursaries/funds for transitional support. Larger counselling/support team across all areas. More mentor schemes-

incentives for established students to take on this roll.40 More selective interview process. Bridging workshop for struggling

studentsMore selective interview process- supportive 'bridging' workshops

for struggling students.41 More time Have more time to work individually with them. Have a dedicated

member of staff tracking progress and intervening early on by checking in with them. Have a working, fit for purpose Cause for

Concern policy, strongly supported by central admin teams

42 Nothing- Outside university's control Nothing. These were external factors that were outside the university's control

43 Opportunities to retake modules. Teaching outside core hours. More realistic when selling courses.

Offer opportunities to retake modules. Offer teaching outside current core hours. Be more realistic when selling the courses about both time demands and rigours of academic study. At

higher level we need to stop playing the numbers game and focus on what the individual actually needs, and their potential limitations, before accepting them onto the programme.

44 Persistnet chasing- in the right way Often very little, although getting students to actually come and talk to someone about problems, issues, etc, is often half the

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battle. Simple, persistent chasing, done in the right way, can make a big difference (see comments on administrative support

above).45 Programme leader keep is contact with student. Enhanced mental

health 1 to 5: nothing 6: not a lot - lots of options explored in each case.

Programme leader keeps in contact with students and sends them enrolment details for the next year's course. 7: mental first aid training, increased availability of counselling. 8: in most cases,

this has happened with mature students and it may be that their decision to start university is an indicator of underlying issues with relationships or life satisfaction. 9: Not really. Toys well and truly

out of pram.

46 Rarely/ never reported as perecieved lack of support. Trainees usually leave for their own good reasons and it very rarely or never is reported as being as a result of a perceived lack

of provision or support.47 Recruit right student. Enrolement process. Transfer after 6 to 8 weeks is

a disaster. 1. Recruit right students for right course : apitiude and interest 2. Get enrolment process right : transfer courses at 6-8 weeks into

term 1 is a disaster : no transfers after week 1.48 Retaining students is not necesseraliy a good thing I do not think that retaining more students is necessarily a good

thing49 Retention may not be in student's best interests. For some students, retention is not in their best interests.

Academics can feel pressured to encourage students to continue their studies, even though they may feel it is not the best option

for the student.

50 Revamp of module and programme titles-so they are modern A re-vamp of programme and/or module titles would be beneficial: bring them up to date so the student feels they are modern, even

if the content already is.51 Some ought to be encouraged to go before they disrupt other students'

expereince. I have no idea I actually think that some ought to be encouraged

to go before they disrupt other students' experiences52 Student understanding. Students need help to chose the correct course for them, students

need help in understanding the way that study at University works, students need help in prioritising their own development

over family demands.

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53 Tanks. Outcomes- in term of jobs. One of the most important things will be to start being realistic about our goals. Think about tank design. Tanks can be fast,

heavily armoured, with a powerful weapons system, and affordable. If you want a fast, heavily armoured tank with a big

gun, you are only going to be able to produce a few. If you want lots of tanks, they need to be slower, with thinner armour, and a less powerful weapon. We want lots of students, who we keep,

who get good degrees, from programmes that they rate highly on the NSS and lead to graduate jobs. But you can't do all of those. Personally, I think we should focus on the outcomes in terms of jobs (and more broadly on meeting students' goals) and worry

less about retention and NSS. The real key to this is the first term of the first year. If we provide intensive induction, well beyond the traditional 'welcome week', which is carefully scaffolded, we might

get someone. Why not start with one module in weeks 1 and 2, then add a second module in weeks 3 and 4, and so on. That

would allow students to ease themselves into what is largely an alien culture. We also need to be better at counselling students off their courses at Level 4. Retaining students who are not currently in a place to gain maximum benefit from their studies is unethical, and meets our financial needs more than their educational needs.

This is risky, but less risky than not doing this.

54 Threat of withdrawal for non attendance. The threat of withdrawal for non-attendance would help.55 Unable to answer I do not have an answer56 University standards, behaviour and requirement, expectations should

be compulsory course each yearIntroduction to university standards, behaviour and the

requirements of academic study and expectations of them as a student should be a compulsory course at the start of each year.

57 We have to be realistic Sometimes you can't keep them all - there are genuine reasons for them leaving and we have to be realistic

58 In this instance, the student was encouraged to return and apply for a different course. It was too late in the year to transfer.

59 I'm not sure I'm in a position to answer this question.60 In the cases mentioned above, it was unlikely that any

intervention would have been able to retain the students.61 N/A

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Appendix 10.If you have answered "yes" to the above question please explain: Question 30 is Do you think that there is a link between student participation and retention?

Number Theme (summary) Response1 Active participation Again, in my experience both in primary education as a

teacher/Deputy Head, active participation by a learner generally leads to better retention/progress.

2 Active participation Students need to be active participants in their academic development

3 Attendance. Students that attend the workshops understand the subject and can complete the work expected. Students that do not attend then turn up with all the excuses expecting the lecturer to be able to re-

cap all of the topics covered over the last term so that they can then complete the assessment.

4 Attendance. Poor attendance sign of unhappiness Participation involves regular attendance and poor attendance is often a sign of unhappiness. This needs to be picked up by tutors

and dealt with.5 Belonging and learning. When students are participating they are actively developing their

knowledge however participation for one student is not the same as for another. If students feel they belong and are learning and

developing they are more likely to be successful

6 Complex -multi factorial. Whilst I think that there is a link, I think it is complex and multi-factorial. Encouraging students to participate might help retain

some, but for some anxious students it might have the opposite effect. The key here is relationships. Students don't care how

much we know until they know how much we care.

7 Confidence It builds confidence.

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8 Confidence Participation allows students to test their knowledge and gain confidence. It makes classes more interesting. It allows us to build

better working relationships.9 Confidence/ ability/ failing Lack of participation leads to lack of understanding, which leads

to lack of confidence / ability and students failing or not taking coursework / exams

10 Disengagement Students who withdraw usually show signs of disengagement long before their withdrawal. Lack of participation is a form of

disengagement.11 Disinterested student/ poor teaching materials Lack of participation seems to reflect a disinterested student /

poor teaching materials12 Do not understand. Left behind often students who do not participate do not understand and feel

left behind13 Engagement Those who participate and engage with university tend to stay

committed to the course14 Engagement Students who turn up, turn in because learning is about

relationships - and engagement is crucial to establishing the social networks necessary for motivation and achievement. This may be why completion and retention on MOOCS is so poor -

they lack a social network of relationships.

15 Engagement Yes if students are participating in activites and their learning in general then they will be more engaged and retention will

improve, if they are passive then there's a real risk they don't understand 'lecture' content and therefore a gulf grows between

the lecturer and the students can grow till students feel the work is beyond their abilities and choose to leave.

16 Engagement Development of students comes from within - students need to want to participate otherwise they will not develop properly

17 Engagement If you engage them with a topic, they may be more likely to read around it, complete assessments, attend other sessions and stay

on track.18 Engagement If students are engaged with the programme they are more likely

to stay on at university19 Engagement the more involved a student feels, the more they value what they

are doing and so remain on the course

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20 Engagement Participation means engagement, engagement is key to retention.21 Engagement Participation will (one assumes) help students feel engaged in the

learning process. If that process is valuable to them they will feel more committed to continuing their studies.

22 Engagement For some students, there is a link between participation and retention. Students who feel part of a cohort may feel more

supported and better able to cope with the pressures of university study. For others, the factors causing students to withdraw don't relate to their academic engagement, so participation isn't really

the issue.

23 Engagement Students that are engaged and think that the lecturer 'knows' them will often stay on the module even if they are struggling in the workplace (this may be because I try and give them extra

support?)

24 Engagement If they participate they are actively engaging25 Engagement Engagement and participation in the module is clearly linked to

performance and retention but there are a numerous challenges to this, including attendance monitoring and the capability of some

students in the classes.

26 Engagement Those that engage will stay as they feel empowered.27 Engagement Lack of engagement leads to falling behind- failing modules, re-

sits- cycle of problems28 Engagement Student who attend are more likely to engage, submit work and

feel confident in their skills and knowledge. They may also feel more confident asking for help.

29 Engagement There are some exceptions where student engage but do not engage enough with the self study to achieve first term and this comes often as a bit of a learning curve for them, more typically

those students from access courses rather than 'A levels' . Some students do not engage too much despite encouragement and this is often because of their personalities/cultural behaviors it

doesn't always mean that they wont be retained. Some people are just going to be quieter and more humble but also often very

diligent and self aware/aware of others.

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30 Engagement Routine attendance at F2F seminars seems a key feature in retaining trainees. Beyond that, 'chasing' trainees when absence

is unexplained often helps to keep a trainee engaged.31 Engagement students who are encouraged to partake in the sessions, have

bigger buy in and engagement32 Engagement Students who do not take part but merely listen or not often stop

attending sessions and then do badly. We need sessions where the value of attending is obvious to students because what they

get from attending can not be got in any other way- that is abandon traditional lectures and move towards discussion and

questioning- look at the work of Prof Reg Revans (14 May 1907 – 8 January 2003)-

http://www.actionlearningassociates.co.uk/action-learning/reg-revans/

33 Engagement The students that I can think of who have not been retained have not had great engagement levels

34 Engagement If students engage regularly they are more likely to acquire the requisite skills and knowledge to do well in their studies. In addition in many cases regular attendance is a sign that the students enjoy (or at least are committed to) their studies.

35 Engagement It's about personal engagement with the course, and levels of motivation to succeed - i.e. why are they here and what do they

want to get out of the experience?36 Engagement A student who participates and is engaged and sees value in

coming to the class would be easier to retain37 Engagement This raises the level of engagement and they feel more a part of a

learning community38 Engagement Students who attend regularly and engage with course tend to

stay. Students who don't attend tend to fail and therefore we lose them.

39 Engagement Students who drop out or don’t engage usually then don’t attain40 Engagement feeling engagement and part of a community is important41 Engagement If students make the effort and engage and work they get better

results and this encourages them to continue.42 Engagement. Active if they are engaged and active, they are more likely to continue

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43 Enjoyable. Builds confidence Participation makes learning more enjoyable and builds confidence whereas lack if participation seems to do the opposite.

44 Fall behind Those that do not participate fall behind45 Falling behind Those who fail to attend fall further behind and then feel unable to

submit assignments and they fail them46 Fewer friends. Sense of belonging. Part of group and social network. Students who fail to participate fail to feel part of the programme

or module, make few friends and do not feel a sense of belonging. Those who participate gain from lecturer's feedback, feel part of

the group and a social network.

47 Flawed and nonsensical. Passive learners learn well. So, you only want answers that that link the two; why is that? I know there isn't a link because some of the least participating students have been retained year in and year out. Many non-participating first years become participating second and third

years, so the distinction isn't set in stone. Many participate in one lecturer's sessions, but daren't speak in another's. The idea that silently taking it all in (or making notes) is in some way deficient,

defective, or passive is flawed and nonsensical; equally the notion that students forced to do regular activities are engaged in the

learning presumed to be associated with the activity is also nonsense. Some so called passive learners learn well whilst some

so called actively engaged learners learn almost nothing.48 If there wasn't what would the point of asking them to participate be? Participation indicates motivation and locus of control49 Interaction Social constructivism. The more involved a student is with the

course, the more interaction there is between student and lecturer and student and peers.

50 Interested When they feel involved they are more interested and likely to attend.

51 Making sense of assignment If students don't attend they miss discussions which are often aimed at "making sense" of the assignment and understanding

the subtleties of the requirements.52 New skills. Social impact. Linguistic abilitiy When they participate they learn new skills in addition to the

academic content. It has a social impact too - they become more interested to what other people do. For international students, participation could improve their linguistic capabilities and help

them adopt to UK

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53 Not the right time They are interested or they are not - many have their security blanket ready ( not all by any means) but some just not the right

time.54 Obvious. Engagement. This is obvious! The students that engage are far more likely to

cope better55 Participation reflects engagement The link between retention and "engagement" isn't disputed.

Participation reflects engagement.56 Sceptical about link with teaching on course I remain to be convinced that the main reason for student

retention is down to the teaching on a course. In my experience it is much lower down the list of reasons than many senior

managers think57 Self absorbed. Focus on learning. Do not participate Willingness to offer answers in a group setting, students have

become self-absorbed so only want to focus on their learning and often do not participate

58 With little participation, it's harder to judge who needs more support. Teaching stats in particular, I notice that students who participate, even if they're not the strongest, will see class tasks and

assignments through to the end. With little participation, it's harder to judge who needs more support.

59 I am not sure what is meant by participation - is this talking in class, attending, engaging with NILE - if the latter 2 then Yes but

the first one NO.60 f there wasn't what would the point of asking them to participate be? If there wasn't what would the point of asking them to participate

be?

Appendix 11.

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Please provide any other constructive comments and information that you feel would be helpful in developing student participation and retention.Number Theme (summary) Response

1 Acceptance of attrition. I strongly believe that there should be positive attrition. An expectation of 100 percent retention is is not helpful for

professional courses.2 Acceptance of attrition. It is important to recognise that there will be some level of attrition

that will always occur in spite of what may be considered to be effective measures to enhance student retention. The challenge is

to clearly identify attrition that is mainly due to a breakdown in services, support or the overall student experience that results in

students leaving courses before completion.

3 Access to stable / consistent staff PAT / teaching staff / admin / support services.adequate teaching / seminar space (rooms too cramped) 3.

Good IT : fast and reliable internet to use in module materials / seminar / taught 4. Face to face teaching - students react positively to this 5. E-tivities need reducing -3. Have a go at 2 year degrees for high level

students

1. Access to stable / consistent staff PAT / teaching staff / admin / support services that are personal. Less use of ‘stand in’ staff 2.

adequate teaching / seminar space (rooms too cramped) 3. Good IT : fast and reliable internet to use in module materials / seminar / taught 4. Face to face teaching - students react positively to this

5. E-tivities need reducing - students don’t engage with these and so often get behind or content needs to be hastily squashed into next seminar / taught session. Use e-tivties to supplement taught content not replace it 3. Have a go at 2 year degrees for high level

students

4 Active engagement in social learning The students' expectation of F2F exposition and active engagement in social learning is very much an integral part of the

continuing 'culture' within HE. A combination of large lectures, seminars and blended learning technologies serve well in terms of both engaging learners, supporting retention, maximising staff and resource efficiency, and sustaining the academic reputation of our

university.

5 Attendance There should be tighter controls on attendance and consequences for non-attendance as this impacts on group

working, performance of other group members and the motivation levels in the class.

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6 Basic skills -year 1. It would be sensible for students to undergo a basic skills year one course with a test - this dips their toes in the water and it

becomes very apparent whose attending etc - run not by department but uni - this could be sold as another unique uni

selling point - cert in basic skills. I’m sick of being told not to keep register and s then being asked where’s my records - get the

system taken out of our hands and develop a specialised team to chase capture and sort them out.

7 Better prepared It would help if students were better prepared for the realities of undergraduate life - shopping, budgeting, cooking, cleaning and, possibly most importantly, self regulation. In addition, FE study

should prepare them academically with the necessary basic skills.

8 CFC does not seem to have any impact. CFC does not seem to have any impact in it's present form- creates more work and seems to go nowhere.

9 Clear guidance on support Clear guidance on support available - so many different departments offering different support. Guidance to students on

what is available and what they need to consider prior to acceptance.

10 Common first terms to each broad area The University should look at introducing common first terms to each broad subject area with the possibility in students changing the focus of what they study after term one. The open days also need to be much more focused on guidance for students rather

than being a sales poich for a single subject.

11 Coordination between different parts It is felt that a small percentage of attrition should be expected. However if the university coordinated action between different

parts students may be encouraged to stay.

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12 Critical links to industry Students do not know how useful/critical links to industry/other people or faculties are - we are also not helping them to develop

this understanding sufficiently. Academic staff at UoN are working extremely hard with many many many new things happening all

the time that are not directly benefitting our students. We need the time to create the space to help our students develop with not just

lessons but develop their understanding of going to events - prioritizing things that are not directly assignment related. Students work/have kids/ care/other priorities and need to

manage their time. We need to support htem in prioritising where they spend their time and offer them a seamless experience. This goes from parking/ enrolling to during sessions/ external activities to leaving/almuni/coming back - this currently is not coordinated to

support students.

13 Do not take university seriously. Some individuals cannot be helped I think that some students do not take university seriously and they are not enrolled for the right reasons. I think that tutors do

work hard and some individuals cannot be helped no matter how much effort is made.

14 Foundation programme The consequences of running a University as a business is a lowering of academic standards as the push is always towards

student numbers. I do not think that we would ever as academics encourage students to apply for courses that they are not suited for - but I do think that we take students KNOWING that they are

going to struggle. The new Foundation Framework is a good alternative for such students and I think that more attention and

funds should be allocated to this programme.

15 Fun. Enjoyable Make sessions fun and enjoyable; get students to design their modules; massively reduce assessments; Make all sessions

essential for the assessment.

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16 How staff are treated. Feeling of disempowerment. If we can develop a more truly participatory and democratic culture in the university, then I

think we can become an excellent university

I hope this is constructive. If the university wants it staff to develop participation and retention for students, then it needs to think carefully about how it treats the staff. My experience of senior

management in the university (Nick Petford and Deborah Mattock) has been very respectful and positive, yet despite that I feel utterly

powerless to influence what they university does. It is hard to empower students when you feel disempowered yourself. If we can develop a more truly participatory and democratic culture in

the university, then I think we can become an excellent university. I hope my answers are helpful, and thank you for giving me the

chance to share my thoughts. All the best.

17 Identification with course In my experience it is enormously helpful if students 'identify' with a course (i.e. the whole experience of being part of a department rather than just taking a series of modules). The extent to which students do this seems to vary enormously from one programme

to another, which may reflect issues of leadership and / or resourcing.

18 Knowing names of students I think it would be interesting to ask students if they feel its important that their academic team knows them by personally by

name. I do think they feel much more a part of a professional programme when their year tutors/module leaders know their

names but it would be good to ask the students this. To my view it makes the student contact time count far more if we engage with

students too....on a name basis wherever possible. On the occasions I forget i will say please help me out Ive forgotten your name briefly. Each year our first year academic team makes an

effort to quickly learn the new student names as soon as they are on OASIS. So on the whole our academci team knows the 85

students by name. If there are bigger cohorts students could be remembered by a core cohort/year team or maybe they could

come into a system that is set up in optimum group sizes so that they know at least one person leading a year group knows them

personally. I feel this also helps us as a team discuss AOB in relation to student support, retention, practice, etc. We can deliver

a more shared approach/strategy to support individuals.

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19 More research, more sharing of information, more collaboration between academics to understand how we can all deal with these students

I really feel as though there needs to be an understanding as a university of the students we now have at the University of

Northampton. There needs to be more research, more sharing of information, more collaboration between academics to understand how we can all deal with these students. Students often drop out

of university due to personal reasons and despite telling a member of staff there is often little we can do, or we help in ways we probably shouldn't because the information and training is not

there.20 Negative imposition on staff. The administration's obsession with student retention is a

massively negative imposition on staff. Better filtering of admissions would be a far more positive way to avoid unsuitable or unstable students being signed up in the feeding frenzy that is recruitment. The students would be better served by guiding them to courses or pathways that are better suited to their talents and

temperaments.

21 Other universities do not have this lack of attendance problem nearly as badly

The participation thing seems to be cultural to Northampton - other universities I have worked at do not have this lack of

attendance problem nearly as badly. I don't have any clever ideas about how to solve it though

22 Personalising student exeprience Throughout my career in education(41 years and counting....!), personalising the student experience is of paramount importance. valuing individuals for their differences, contributions and unique

gifts leads to happier , well-adjusted relationships between all concerned. I wish you well with this research and hope that this can lead to an acknowledgment that we neglect this area at our

peril.

23 Recruitment More careful recruitment process to ensure right people are employed as a poor classroom experience is a key cause of

dissatisfaction.24 Recruitment I would like to see more widespread interviewing of potential

students particularly for 4 year programmes as many placed on 4 year still do not have appropriate academic qualifications for our course. The 4 year option does not catch them up on the lacking,

and required, background knowledge. It is highly unethical to enroll students who we know will struggle and ultimately withdraw.

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25 Recruitment It is essential to get the student on the right course to begin with.26 Recruitment If the University feels they must now target a student cohort that

includes people who have generally performed poorly throughout their education, with D, E grades at A Level, or PM at BTEC, they must recognise that the amount and type of support needed - and the financial cost of this support - is going to be significantly more

and different to 'traditional' HE students who have previously excelled at school/college. At the moment I feel as though this

changing student demographic has been completely ignored by the University - and the initiatives that have been set up to deal

with retention are mere sticking plasters on a broken leg. I would also like to raise the fact that 'blaming' programme leaders for low

retension and progression rates, and 'high' withdrawal rates by putting their programmes on 'warning' lists and being told to come

up with action plans to improve the figures is completely the wrong approach. As I have said previously, in my view the

reasons for withdrawal/lack of progression go far beyond the quality of teaching and support provided to students.

27 Recruitment Bring forward the latest date for students to enrol to the end of week 1. Do not allow late arrivals - this sets the students up to fail. If the proposed semesterisation comes in, then students starting in week 4 have missed 25% of the teaching on all their modules which makes it hard to catch up. Often they don't then have their finance in place which causes additional stress as they can't then attend. I know we need students, but we do need to make sure

they can cope with the course. Don't reduce the grades so much on clearing, that is counter productive and again can encourage students who really can't cope to apply and then to fail. Support students who need extra help better - get the assessments done

more quickly eg before they even start so that adjustments can be made as soon as they arrive. Get the SU to run a campaign to encourage students to talk to tutors when they have a problem and make use of the mitigation process. Often the students say

they didn't kow about it.

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28 Recruitment Need to do more to ensure that they are right for university -and university is right for them - at interview/clearing. Some students

are accepted who should not be which then causes problems further down the line.

29 Recruitment Some consideration as to entry requirements at both UG and PG levels would help everyone concerned. Some students are almost

beyond our ability to control in the classroom, and others have friends translate for them because they do not understand English

well enough. This does not make for a good atmosphere for all other students, and makes the teaching even more challenging to

make engaging.

30 Recruitment I have already said a bit about what seems to be the numbers game. I believe it has forced us to take on students who would

have been better advised to take a more vocational route. That's a political issue, but one that has led to what I feel is a worsening of the quality of the intake, and therefore the quality of the students' work in overall terms since I started lecturing. There is a danger

that we devalue a degree, and that has wider implications for employers and the UK economy.

31 Recruitment Adequate (much higher than current) entry tariffs, realistic assessment of applications based on each applicant's chances of

success in HE, outstanding PATs, compulsory attendance at Level 4, improved teaching practice across the board (not just design) would all contribute to enhancing participation (in class

and online) and retention.

32 Review teaching methods to fit online and workshop provisions, support students and find different ways to interact with them. Accept they are

adults, we cannot force them to work, engage, attend etc.

I think this is an important issue, especially given the move to the new campus next year and that as lecturers, we need to review teaching methods to fit online and workshop provisions, support students and find different ways to interact with them. However, we do need to accept they are adults, we cannot force them to work, engage, attend etc, we can only show we did our best to

help.

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33 Social events. Attendance. Informal settings We are going to trial some staff and student social events this year. However, those students who don't normally attend probably won't come. But it is an opportunity for us to engage further with our students in an informal setting. We also want to bring all year groups together so that they can share their experiences and tips.

34 Staff training Lecturers should be provided with training on how to support students with different needs to enable them participate in class.

35 Student expectations, student engagement The debate is perhaps to focused on 'what should lecturers/universities do to improve retention of students', but the

wider debate about the affect of tuition fees on related issues, e.g. student expectations, student engagement (see earlier comment about maintenance loans etc.), positioning of teaching staff in the academy and so on. In my time in HE, I have rarely met staff who do not go over and above to support their students - and who are

not doing their utmost to support student learning.

36 Support I think some students would benefit from more robust support both pastorally and in adjusting to university, digital literacy etc but

also that we should expect that some students will not make it with all the support possible

37 The answer maybe different for different students and different modules. Many of the questions can be answered in more than one way. Some students do and some students don't [participate/engage\understand English, etc. It is not possible to respond accurately

as the answer maybe different for different students and different modules. Sorry

38 Time constraints. More resourcing. My diary is full, this means it can be a challenge to respond effectively / in a timely manner when situations occur

unexpectedly for students. These are the students who are more likely to need additional guidance to be successful in their studies. Another Lecturer is needed to ensure support for students can be

more robust.

39 Time to support students We need evidence led initiatives and academics need time to support their students. We need zero tolerance policies on issues

like sexual assault to counter 'lad culture'

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40 Time to support students Allocate hours to lecturers that are willing to be super-supportive so that we retain the students. These students will become

ambassadors of our University and it will be these students that will advertise on social media and personally to the future in-

takes. Word of mouth is one of the best marketing tools and we should be encouraging students to be selling our University!

41 Undergraduate and postgraduate are different- not necessarily valid to put these together as a single group of students.

I think the needs of undergraduate and postgraduate are different- not necessarily valid to put these together as a single group of

students.42 Understanding of course, language, cultural requirements. It is fundamental that students have a clear understanding of

course, language and cultural requirements of HE in the UK before they start

43 Value staff Value staff44 Variable according to cohort. I answered not sure on some because the level of engagement

and participation is variable according to the cohort.45 Work culture in FBL has to improve. It's not just about the students, it's

also about academic staff and their competence, and the effort they put in to prepare teaching and learning materials.

Generally, I feel that the work culture in FBL has to improve. It's not just about the students, it's also about academic staff and

their competence, and the effort they put in to prepare teaching and learning materials.

46 Good luck

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Appendix 12.Interview questions asked (March 2018)

Note to explain to interviewee: 1. Names of those are undertaking the interview.2. Name of the person being interviewed3. Date/ time of the interview4. Where interview takes place. 5. Can you confirm that you agree to take part in an interview?6. The recording will be transcribed in word format and forwarded to you. You are then welcome to make changes/ amend/

remove/ add to the content. 7. Please note that information you provide will be kept confidential and means of identification will be removed.8. To ensure anonymity the interview recording will be deleted following the transcription being completed. 9. The information you provide will be anonymous and used to develop findings in the research. You can always withdraw

within the interview process by contacting me on [email protected]. 10.The interview data will be kept on a password protected computer and any paper versions of the transcripts will be stored in

a locked filing cabinet.11.The interview should be around 20 to 30 minutes. 12.At the end, we will ask if you have any other comments to make. However, please free to raise during the interview itself, or

at the time you receive the draft transcription.

Purpose of this study: Innovation bid. The purpose of this study is to find out the lecturer’s perspective as to why students withdraw, what they could do to help the

retention of individual students, what the University of Northampton could do to help student retention. 75 people have responded to the questionnaire. Interviews are now being undertaken. It is proposed that the findings from the questionnaire and interviews can be incorporated into the University of

Northampton’s policies and procedures with the intention of improving student retention.

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mailto:[email protected]

Completion- June 2018.

Questions:

1. Can you explain your current role and responsibilities?

2. Can you provide a little background about yourself with regards to your work experience (for example: educational background and work history)?

3. 79% (59) lecturers felt that there is a “link between student participation and retention”. However, one response received in the feedback to the questionnaire advises “Some so called passive learners learn”. Providing examples:

a. What are your views and thoughts on this?b. An overwhelming response included the word “engagement”.

i. What does the term “passive learner” mean to you? ii. What does the term participation mean to you? iii. What does the term engagement mean to you?

4. When lecturers are asked if undergraduate students adjust well to academic demands 49% (37 lecturers) suggest they have difficulties.

a. From your experience, can you provide examples of challenges that undergraduate students have adjusting to academic demands?

b. How about post graduate students? c. How can these challenges be addressed?

5. One of the statements provided in the questionnaire is: “I think that university staff could support students transition to higher education more effectively”. Giving examples:

a. What do you think the term “effectively” means?b. Can you explain what university staff could do to support students transition to higher education more effectively?

This includes academic and non-academic staff?

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c. Where do you see the role of the Personal Academic Tutor (PAT) in supporting student transition?

6. Can you please provide examples as to why students have withdrawn from a programme or module?a. What do you think could have been done differently?

7. Providing examples, what would you suggest that could add or improve student retention?

8. Providing examples, how can lecturers and/ or non-academic staff add or improve student retention?

9. Have you any constructive comments/ examples you would like to make?

Comments to make after the interview

1. Thank you for your time. 2. We will now transcribe the interview and we will forward a copy to you for you to look at, and amend if you so wish.

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Appendix 13.Participant consent form.

University of Northampton

Faculty of Business and Law

CONSENT FORM FOR PROJECT PARTICIPANTS

PROJECT TITLE: Student retention

(The lecturer’s perspective)

I agree to take part in the above University of Northampton’s research project. I have had the project explained to me and I have read and understood the Information Sheet, which I may keep for records. I understand that agreeing to take part means that I am willing to:

- Be interviewed by the researcher- Allow the interview to be photographed / video taped / audio taped- Make myself available for a further interview should that be required

I understand that any information I provide is confidential, and that no information that I disclose will lead to the identification of any individual in the reports on the project, either by the researcher or by any other party.

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I understand that I will be given a transcript of data concerning me for my approval before being included in the write up of the research.

I understand that my participation is voluntary, that I can choose not to participate in part or all of the project, and that I can withdraw at any stage of the project without being penalised or disadvantaged in any way.

I consent to the processing of my personal information for the purposes of this research study. I understand that such information will be treated as strictly confidential and handled in accordance with the Data Protection Act 1998.

Possible future research

The findings, that include themes and quotes from the interview, may be used in subsequent studies undertaken in the area of retention of students. Anonymity will be maintained and means of identification will be removed.

Please confirm that you either agree or disagree to this. Delete that not appropriate.

Yes: I agree to themes and quotes, identified in this study, to be used in future studies associated with student retention.

No: I do not agree to themes and quotes, identified in this study, to be used in future studies associated with student retention.

Name of interviewee, signature and date.

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Name:

Signature

Date:

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Appendix 14.Word cloud (from Interview transcripts).

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