Retention and Success Sample Clauses
The 'Retention and Success' clause defines the obligations and expectations regarding the retention of individuals or entities and the achievement of specified outcomes within an agreement. Typically, this clause outlines the criteria for maintaining engagement, such as minimum performance standards or retention rates, and may specify benchmarks for success, like achieving certain milestones or deliverables. Its core function is to ensure that both parties are clear on what constitutes satisfactory retention and success, thereby aligning expectations and providing a basis for evaluating performance or triggering additional actions if targets are not met.
Retention and Success. In line with our commitment to widening participation, we wish to ensure that disadvantaged learners are retained and enabled to progress successfully to graduate careers. The University is currently revising its induction and personal tutoring support for all students, to develop a more personalised approach. The overall University retention of students from low participation neighbourhoods is above benchmark, and there is no significant difference in the retention, progression and degree classification of students from SEC 4-7 when compared to students from SEC 1-3. However, it is clear that there is a variance in performance between departments which we wish to address. We have also identified issues around the retention and performance of mature students. It is our intention, within the 5 year reporting period, to show a significant reduction in departments which are more than 2% below benchmark for retention and progression of students in SEC 4-7. Annual monitoring of a range of data at departmental level will provide the basis for targeted interventions, where appropriate. Disadvantaged learners will be provided with support through: More personalised induction, with additional support for specific groups of students. Expansion of our on-line skills support, including the targeting and tracking of performance for specific groups of students. Roll-out of peer mentoring to all departments in the University by 2016-17, based on the successful pilot work we have done in a number of departments. Introduction of alumni mentoring to support graduate career choice for groups of students who have been shown to be at a disadvantage when seeking graduate employment. A resource bank of on-line video material aimed at those who are at a disadvantage in the workplace, to help them secure work placements, job interviews and graduate internships. Specialist WP-focused IAG, and the continuation of this support for five years post-graduation. The University will pilot an in-house student placement and graduate internship programme from October 2011, and some of these opportunities will be ring-fenced for WP students. There are also opportunities for WP students to work as Student Advocates, supporting WP activities, acting as role models and being paid for this work. We are also introducing an apprenticeship scheme, with an initial investment in the region of £200,000, and expect that some level 3 apprentices will progress into HE (whether at the University of Liverpo...
Retention and Success. A new Retention Strategy will be considered by the University’s Senate in June. As a result of the underpinning work (and informed by the University’s involvement in collaborative research with the University of Sunderland and Newcastle University10), it is anticipated that 2013/14 continued delivery of the recommendations made, ensuring positive outcomes for learners across the student lifecycle. Key elements with particular relevance to the 2013/14 Access Agreement include: The design and delivery of a number of progressive activities and interventions targeted at full and part time learners from under-represented backgrounds (including all those eligible for University bursaries) across the student lifecycle. The planned introduction of Academic Support Officers in academic areas with remits to provide additional support and guidance to primarily first year students from WP backgrounds. The posts will assist in the academic transition but also support social integration and will focus on those vulnerable times of the student lifecycle. Work to ensure a strategic approach for inclusive teaching practices, with particular focus on suitability for WP cohorts. Maximising the amount of financial support available post entry to meet individual needs and minimise withdrawal for reasons of hardship. It is anticipated that this might include supplementing the Access to Learning budget and the provision of financial support towards high placement expenses where applicable. 10 ‘Good practice in student retention: an examination of the effects of student integration on non- completion’ (2012) – ‘part of the What Works? Student Retention and Success’ series.(phf/Hefce/HEA/AoA 2012) No explicit expenditure for Retention was allocated in the 2009-12 Access Agreements. From a base of £518,600 in 2012/13 the University proposes £853,200 expenditure in 2013/14 on countable retention activities.
Retention and Success. We recognise that one of the challenges for the sector will be to maintain, let alone improve, high levels of retention. We believe our established progress Bursary is a highly effective retention measure and intend to continue it. As our retention is already excellent, our new work will focus on student success, and particularly on student success in attaining graduate-level employment. Whilst our employability is good and average graduate salaries are relatively high, we know from DLHE data that a significant minority of our students are not achieving graduate- level work six months after graduation. We will commit to offer all graduates access to a paid graduate internship scheme if they are unemployed or underemployed three months after graduation. This scheme will be closely modelled on our highly successful bid to the HEFCE Graduate Internship programme (we placed 512 graduates in collaboration with our partner institutions) and we have accordingly allocated £1,600 per internship to meet the costs of this activity. We will begin the scheme in 2012/13, even though the majority of beneficiaries in the early years will be old-system students. This will maximise the benefit to graduates during the current economic downturn, ensure that lessons from the HEFCE-funded scheme are retained, and maintain the employer contacts we have built up through the HEFCE-funded activity. We have estimated about 300 internships per annum, although this will obviously be sensitive to demand, which may dwindle in future years if the graduate employment market improves. We will deliver the programme in collaboration with Canary Wharf Group plc with whom we have entered an innovative public/private partnership for employer engagement and graduate employability work at ▇ ▇▇▇▇▇ ▇▇▇▇▇. We are working with a wide range of employers to undertake assessment centres, introduce students to workplace opportunities and develop internships. We will develop and expand our UEL Going Global Bursary, an exciting new scheme that is aimed at allowing UK students to take part in short visits outside the UK which are related to their academic programme. Many of our students, especially those with family commitments, find it difficult for various reasons to take up opportunities to travel overseas for a whole semester or year on an Exchange or Study Abroad placement. If they are able to take part in a whole semester, or a whole year of overseas study, existing Erasmus, International Exchange and...
Retention and Success. Existing activities to promote retention and success include:
a) Personalised Initial Advice and Guidance for students applying to study on HE programmes at the College.
b) Increased tutorial support.
c) High levels of direct contact time for each module
d) Support for DSA applications, including payment of fees for an Educational Psychologist’s report.
e) Subsidised educational visits and trips.
Retention and Success further enhances our effective approaches to helping every student experience success in their studies by creating a culture that engages commencing students from diverse backgrounds, and builds collaborative working partnerships to support students in all years of study.
Retention and Success