Retention and Progression i. Numerous studies have shown that ‘a sense of belonging’ is important to ensuring student success. Students who have a network of friends who can provide support when they experience problems are likely to do better. Likewise, uncertainty about the course and what to expect can create a lasting anxiety, which will make it harder for students to succeed. The Pre-Entry, Enrolment and Induction Steering Group has implemented a range of initiatives to help support our students from the time they receive their offer to attend Manchester Met, through the first few critical weeks of their first term. These initiatives include: • Peer Mentoring – This scheme was piloted in 2014 and is designed to provide support to new students through the summer and into the first few weeks of term. Following evaluation of the pilot, the programme was made available across the institution in 2016. • ‘Step in’ Summer Events – These days provide new students with an opportunity to engage with the institution before they start their induction. The programme includes events targeted at leaners with young families, and sessions focussed on enhancing academic study skills. Whilst it is open to all new students, the programme is of particular benefit to those from widening participation backgrounds. These events culminate with a ‘Welcome Festival’, which provides a fun and engaging programme of activities to welcome the new students to the University at the start of induction week. • Enhanced Student Induction – Recognised as a key phase of building a sense of belonging in new students, a series of improvements have been made to our student induction programme. These include the development of an ‘induction self-assessment tool’ used by programme leaders to identify local improvements to their students’ induction, the introduction of a Part Time jobs fair, and an event showcasing language opportunities, study and placement options, international cultures and entertainment. • Residential Advisors (RAs) - RAs are second year, third year and postgraduate students who live in halls and support new students through the transition from home into their accommodation and university life. RAs provide student support and create a community within halls, through a positive intervention programme, in conjunction with, and in support of, wider health and wellbeing campaigns, to enhance the residential experience of students. Following a successful pilot, the roles are being extended across Univers...
Retention and Progression. We will aim to maintain the recent improvements in our retention for full time young first degree entrants as a KPI for this Agreement. We will use the HESA Table T3a Non-continuation following the year of entry to give the comparator benchmark and UK average. This is calculated annually. 2012/13 – 2013/14: 7.3% or UK % if higher 2013/13 – 2014/15: 7.2% or UK % if higher 2014/15 – 2015/16: 7.1% or UK % if higher 2015/16 – 2016/17: 7% or UK % if higher 2016/17 – 2017/18: 7% or UK % if higher
Retention and Progression. This access agreement continues to focus on ensuring the retention and successful progression of our students. While we have previously had a target focused on retention and progression, these targets covered a wider group of our student community, separated only by young and mature students. In reviewing our targets, we focused on stretching ourselves to increase the continuation rate of students from quintiles 1 and 2 (POLAR3) relative to the continuation of students from quintiles 4 and 5. We have refined our reporting in this area and will maintain a target of reducing the differential to 1.6% by 2021-22.
Retention and Progression. Analysis of the latest HESA performance indicator data (2012/13) shows that the University continues to perform strongly in the area of non‐continuation following the year of entry for young full‐time first‐degree entrants (HESA Table T3a‐i) (6.1%) compared to the benchmark of 7.3%. We will continue to focus on this measure to ensure that we maintain and improve upon this strong performance.
Retention and Progression. It is essential that the increased participation of under-represented groups in higher education is complemented by measures to ensure the retention and progression of these students and their successful exit from HE into the career of their choice. Based on 2009/10 HESA Performance Indicators, Liverpool performed just above its retention benchmark (4.1% not retained compared to a benchmark of 4.2%). In addition, the University is meeting its benchmark score of 5.9% for the percentage of young full time degree students from low participation neighbourhoods who are no longer in HE. Although achievements are close to the benchmarks, detailed analysis of these data at departmental level (using our internal Programme Monitoring Statistics) shows a degree of variance which we will be addressing as part of our future activity. The latest QAA Institutional Audit, carried out in March 2009, specifically identified as an area of good practice: The University of Liverpool has been active in widening participation both in the UK and also working with partners overseas. A new International Centre for Excellence in Educational Opportunities has been opened within the University to provide a hub for connecting practitioners, researchers and administrators who are working to increase the opportunities for those who are currently under- represented in higher education. The Centre will encourage collaborative practice which will be used to inform policy and research in both a national and international context. The University has recently been awarded a €4.5m Framework 7 project ‘Children as Change Agents in Science and Society’, to continue to develop research and best practice around widening participation. This project has 36 partners from 23 countries across the world and will provide an evidence base for the University’s work.
