Retention and Student Success Sample Clauses

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 2010/11 2011/12 2012/13 2013/14 2014/15 Young Young full-time first Xxxxxxx – no longer in HE 9.6 6.4 9.5 9.4 9.8 Benchmark 7.6 6.7 6.8 7.1 7.2 degree non- continuation (following % continue or qualify at previous year of entry) Xxxxxxx 88.3 92.3 88.3 88.7 88.2 (Table 3a) % adjusted sector continue or qualify 90.4 91.3 90.8 90.5 90.2 From low participation neighbourhoods (Table 3b) (POLAR3) Xxxxxxx– no longer in HE 11.1 9.6 11.0 14.1 12.0 Benchmark 8.9 8.5 8.0 8.8 9.1 % continue or qualify at Xxxxxxx 86.2 89.3 84.2 83.4 85.7 % adjusted sector continue or qualify 89.2 89.6 89.8 89.0 88.6 From other neighbourhoods (Table 3b) (POLAR3) Xxxxxxx– no longer in HE 9.3 5.8 9.2 8.4 9.3 Benchmark 7.0 6.2 6.4 6.7 6.7 % continue or qualify at Xxxxxxx 88.8 92.9 89.0 89.8 88.8 % adjusted sector continue or qualify 90.8 91.7 91.1 90.9 90.7 Mature Mature full-time first Xxxxxxx– no longer in HE 9.7 9.0 11.1 10.2 10.8 Benchmark 11.3 10.2 10.8 10.3 10.3 degree non- continuation (following % continue or qualify at previous year of entry) Xxxxxxx 89.6 90.3 87.5 87.6 86.4 (Table 3a) % adjusted sector continue or qualify 87.3 88.4 87.6 88.1 88.0 With no previous HE qualification (Table 3c) Xxxxxxx– no longer in HE 12.0 9.6 12.4 9.2 11.00 Benchmark 11.8 10.4 11.0 10.5 10.7 % continue or qualify at Xxxxxxx 86.9 89.3 86.0 88.5 86.0 % adjusted sector continue or qualify 86.6 88.0 87.2 87.7 87.4 With previous HE qualification (Table 3c) Xxxxxxx– no longer in HE 4.7 7.5 6.8 13.5 10.5 Benchmark 10.0 9.4 10.0 9.5 9.3 % continue or qualify at Xxxxxxx 95.3 92.5 92.4 84.6 87.8 % adjusted sector continue or qualify 89.0 89.6 89.1 89.5 89.6 For young undergraduates entering the University, there has been an improvement of 2.1% in the non-continuation figure for students from low participation neighbourhoods, and the difference in proportion between these students continuing or qualifying and those from other neighbourhoods has narrowed. However, the general trend in the overall proportion of students continuing or qualifying is not improving and remains below the sector and locally-adjusted benchmarks. The 2011/12 entry cohort were a particularly strong cohort, being the year before higher fees were introduced, therefore this appears to be an atypical year. Overall young full t...
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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 of 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 increase its investment in 2015-16 and beyond in order to sustain and improve its performance, in particular 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. Department and subject initiatives The University has previously invested resource in a small number of pedagogic research projects, several of which have been focused on the design and evaluation of new interventions to support and enhance the retention and success of students. This has included work on, for example, the BME student experience, and also on examining the impact of pre-induction social networking on the student transition to higher education. In 2012-13, the University launched its own “Retention and Success” programme in which additional resource has been targeted actively towards academic areas or programmes where there is some evidence from performance data that they may benefit from improving performance in student retention and achievement, in particular with students from disadvantaged backgrounds. The University will continue to invest in this scheme in 2015-16. Funded initiatives might include activities such as pre-entry bridging days for incoming students with particular entry profiles; the extension of pre-induction social networking; and strategies to review or develop innovative aspects to learning, teaching and assessment. Programme teams will be encouraged to draw on reports and examples from the retention and success project undertaken by HEFCE, the Xxxx Xxxxxx Foundation and Action on Access. The University’s Student Retention and Success programme is already generating positive ...
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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...
Sample 1
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 Young Young full-time first Xxxxxxx – no longer in HE 9.0 9.6 6.4 9.5 9.4
Sample 1
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.
Sample 1

Related to Retention and Student Success

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