Retention and Student Success Sample Clauses
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Retention and Student Success. The following indicators of the University’s absolute and relative performance in non-continuation of students following year of entry (2011/12) are taken from the UK Performance Indicators of HE produced by HESA. 2008/09 2009/10 2010/11 2011/12 2012/13 Benchmark 8.3 7.5 8.2 7.6 6.7 % adjusted sector continue or qualify 88.4 89.5 89.4 90.4 91.3 From low participation neighbourhoods (Table 3b) (POLAR3) ▇▇▇▇▇▇▇– no longer in HE - 9.8 12.0 11.1 9.6 Benchmark - 8.4 10.2 8.9 8.5 % adjusted sector continue or qualify - 88.7 87.5 89.2 89.6 From other neighbourhoods (Table 3b) (POLAR3) ▇▇▇▇▇▇▇– no longer in HE - 7.9 8.4 9.3 5.8 Benchmark - 7.2 7.8 7.0 6.2 % adjusted sector continue or qualify - 89.7 89.7 90.8 91.7 Benchmark 13.5 12.9 13.1 11.3 10.2 % adjusted sector continue or qualify 83.9 84.6 85.2 87.3 88.4 With no previous HE qualification (Table 3c) ▇▇▇▇▇▇▇– no longer in HE 14.2 14.0 11.9 12.0 9.6 Benchmark 13.7 13.0 13.3 11.8 10.4 % adjusted sector continue or qualify 83.6 84.2 84.9 86.6 88.0 With previous HE qualification (Table 3c) ▇▇▇▇▇▇▇– no longer in HE 12.6 10.9 13.8 4.7 7.5 Benchmark 12.6 12.6 12.3 10.0 9.4 2008/09 2009/10 2010/11 2011/12 2012/13 % continue or qualify at ▇▇▇▇▇▇▇ 86.2 86.9 86.2 95.3 92.5 % adjusted sector continue or qualify 85.5 85.7 86.3 89.0 89.6 In 2012-13, the University saw improvements in all its continuation rates which is in line with the sector. It also outperforms the sector and locally adjusted benchmark. Examination of the 2011-12 entry profile suggests that the student intake had a higher entry tariff point average than observed in previous (and later years), therefore the positive outcomes in 2012-13 could be attributed to this. However the University will continue to invest in measures to support and retain students from all backgrounds.
Retention and Student Success. The University is committed to improving the retention and success of all its students and particularly those from disadvantaged backgrounds. It is the intention of the University to sustain and enhance a range of learning and teaching, pastoral and welfare, and employability services and structures to support the retention and success of all its students throughout their time at the University, and to continue to monitor the relative performance of those from disadvantaged groups. This is an area in which the University plans to prioritise and continue to invest in 2018/19 and beyond in order to sustain and improve its performance, particularly with regard to disadvantaged students. In addition to existing measures which inform and support the enhancement of learning, teaching and employability across the University, interventions will be strengthened to offer particular support to students who may have been disadvantaged, whether through background or prior educational experience; through disability; as care leavers; or because of other circumstances. The University will continue to direct significant investment towards institutional level mechanisms and developments to improve student retention and success. Good practice developed through both the University’s own Student Retention and Success programme and the University’s involvement in the HEA’s What Works? 2 Change programme will continue to be shared and embedded across departments across the University. Evaluation of these programmes has shown that retention is a complex issue, with multifaceted reasons why students find it difficult to achieve, or decide to leave Higher Education. However the evaluation has highlighted a number of areas of good practice which have been found to have the greatest impact. These include study skills development within the academic framework; attendance monitoring; developing students’ sense of belonging; and the benefits of peer mentoring. The University recognises that overall there remains still further work to do in the area of retention and student success, particularly to support those students from disadvantaged backgrounds. The University is particularly committed to investing in a number of cross institutional approaches which it will continue to develop, extend and evaluate. These approaches include: Attendance and student engagement monitoring and follow up Working on external and internal evidence suggesting that good attendance leads to better student ou...
Retention and Student Success. This will be the main focus for the University’s activity during the time of this agreement as reflected in the funding commitment profile. The key aim is to enhance student retention and success and to develop student employability. The University will build on the best practice identified in pilot initiatives and extend and embed practice from these initiatives across all academic programmes. The University conducts an annual systematic and thorough review of its performance in retention, student success and employability. This examines data at programme level and looks at performance by type of student and leads to the development of strategic University and School based action plans which address specific areas of concern; consider the specific outcomes for students from underrepresented groups; identify potential areas for enhancement of the student experience and student success; and establish a framework for the further development of student employability. An important component of these plans is enhanced scrutiny and monitoring which will inform both the future development of the action plans and the evaluation of the Access Agreement. The intention will be that developments are embedded into the curriculum and learning and teaching practice. The indicative additional activities identified below will be developed to support the implementation of these action plans and may be delivered as an element of a School’s plan, and as stand-alone activities intended to address the needs of particular groups of cross-university students. The University plans to spend £1.5m on additional activities relating to retention, student success and employability by 2014/15. £250k of this additional expenditure relates to measures which will directly support underrepresented groups (additional support for disabled students and students with complex needs; pre-arrival activities for disabled, mature and first–generation students; additional induction activities for mature students; the development of peer-mentoring schemes for ‘vulnerable’ students.) The remaining £1.25m will be used to enhance the success of all students. Data from the Student Loans Company indicates that approximately 60% of Teesside students come from households where the income level is below the threshold which means that they receive an element of grant. The University and OFFA have used this as an indicator of students who are ‘countable’ under these agreements. This means an additional expendit...
Retention and Student Success. The University is not planning any special measures aimed specifically at part- time students that are not already described in the section under full-time students. However, it is believed that the remodelling of the University’s part- time provision and the creation of more distinctive part-time pathways and enhancing the student experience will support retention and success by enabling the development of greater cohesion amongst student cohorts.
Retention and Student Success. The following indicators of the University’s absolute and relative performance in non-continuation of students following year of entry are taken from the UK Performance Indicators of HE produced by HESA. Year of entry 2009/10 2010/11 2011/12 2012/13 2013/14