Common use of Retention and Success Clause in Contracts

Retention and Success. 6.1 Keele University performs above its benchmarks with regard to the retention of full time entrants, 92.2% against a benchmark of 90.7% (2007/08 HESA). This has been influenced positively by the flexibility of our degree structure which includes a substantive and effective electives programme that will be available to all levels of students from the 2011/12 academic year. The University does however recognise the need to continue to develop services and resources that support students as they face and overcome the many challenges presented to them throughout their student experience. Keele intends to build on current work that promotes the holistic student experience and celebrates student success. This will be recognised in an increased commitment in future years to encourage Keele students to maximise their opportunities from the Distinctive Keele Curriculum in order that they gain the knowledge, skills and resources that will enhance their student experience as well as make them stand out as excellent graduates and employable professionals. 6.2 An effective way of supporting students into and through Higher Education is to utilise the skills and expertise of our most important and valuable resource, our students. Keele plans to expand its portfolio of peer-assisted programmes in order that incoming students are better assisted in their academic transition, learning experience and socialisation into the University. There are a range of effective mentoring initiatives and activities being delivered across the institution which the University recognises for their positive impact upon Keele students; both the supporters and the supported. However, this is an area that the University intends to build upon in order that all students have access to the positive experience of mentoring and peer support. By co-ordinating efforts to better connect our peer assisted projects delivered across the institution the long term aspiration will be to create a university wide peer mentoring service which will support the development of programmes across all stages of the student journey with the aim of: raising aspirations to go to University aiding academic and social transition enhancing the learning experience directing students to appropriate staff members and services identifying students at risk providing opportunities for mentors (and mentees) to develop skills and enhance their employability 6.3 The University provides learner enhancement support and services within faculties and centrally within our Student Services department. Much of this work is also embedded within pedagogy across the Institution and is explicitly referred to within the University’s Learning and Teaching strategy. Examples of effective practice include specialist support and development professionals working with both staff and students within faculties. Keele recognises the importance of building upon the effective and innovative services currently delivered in order that we most effectively meet the needs of an increasingly diverse student body. The University aims to continue this commitment by increasing the resources of both central and faculty based teams with a learner enhancement function to develop creative yet relevant learning support services, develop technology that assists particular student needs and to better support colleagues across the institution in supporting and developing their students.

Retention and Success. 6.1 Keele University performs has a consistent record with regard student retention and success, performing routinely above its benchmarks with regard benchmarks. However, the University recognises that underrepresented students can find the experience of Higher Education both daunting and challenging; as such, we are committed to the retention of full time entrants, 92.2% against a benchmark of 90.7% (2007/08 HESA). This has been influenced positively by the flexibility of our degree structure which includes a substantive ensuring that Keele students have easy access to relevant support and effective electives programme development services to ensure that will be available they are able to all levels of students from the 2011/12 academic year. The University does however recognise the need to continue to develop services and resources that support students as they face and overcome the many challenges presented to them that may present at any stage throughout their student experience. Keele intends to build on current work that promotes . 6.2 In recent years, the holistic student experience and celebrates student success. This will be recognised University has made significant strides in an increased commitment in future years to encourage Keele students to maximise their opportunities from the Distinctive Keele Curriculum developing its services in order that they gain the knowledge, skills and resources that will enhance their student experience as well as make them stand out as excellent graduates and employable professionals. 6.2 An effective way of supporting students into and through Higher Education is to utilise the skills and expertise of our most important and valuable resource, our students. Keele plans to expand its portfolio of peer-assisted programmes in order that incoming students are better assisted in their academic transitionable to respond to the challenges they encounter whilst at University. Work relating to retention, learning experience success, student support and socialisation into employability, forms part of the University’s Student Support Strategy, introduced during the 2012/13 academic year. There are This work, led by the Pro-Vice Chancellor for Education and Student Experience and Head of Student Support and Development Services, demonstrates the University’s intention to ensure that all support initiatives and services, impact positively upon the experience of all Keele students. 6.3 Keele provides a full range of effective mentoring initiatives pre- registration IAG and activities being delivered across the institution which the University recognises support through its outreach and Open/Visit Day programmes. Following this, a comprehensive transitions support programme includes pre-arrival study and social support for their positive impact upon Keele mature, local and disabled students; both the supporters . Upon arrival, students experience Welcome Week, an extended induction period for all entrants and the supported. However, this is an area that opportunity to be connected to a current Keele student as part of the University intends to build upon in order that all students have access to the positive experience of mentoring and peer support. By co-ordinating efforts to better connect our peer assisted projects delivered across the institution the long term aspiration will be to create a university wide University’s peer mentoring service which will support the development of programmes across all stages of the student journey with the aim of: raising aspirations to go to University aiding academic and social transition enhancing the learning experience directing students to appropriate staff members and services identifying students at risk providing opportunities for mentors (and mentees) to develop skills and enhance their employabilityscheme. 6.3 6.4 The University provides learner enhancement support and services within faculties and centrally within our Student Services department. Much of this work is also embedded within pedagogy across the Institution and is explicitly referred to within the University’s Learning and Teaching strategyCommittee, ensures that the curriculum, assessment and learning and teaching styles are inclusive and take into consideration the diversity of our Keele student community. Examples of effective practice include specialist The University’s Personal Tutoring system is designed to provide students with thorough academic support and guidance as well as more focused attention to specific student support needs. Work is undertaken across the University academic community to analyse data relating to the Student experience of underrepresented student groups through Curriculum Annual Review & Development (CARD) in order to consider how to improve student retention and success. The Distinctive Keele Curriculum ensures that students have the opportunity to engage in an embedded development professionals working programme, which aims to prepare students for graduate life but also to enable them to better prepare for and navigate the many transitions they encounter throughout their student experience. 6.5 This work is complimented by support delivered through dedicated professional student services which include financial support, disability and dyslexia support, careers guidance, counseling and emotional wellbeing and other information, support and guidance services. 6.6 The University will continue to build on these high quality support services in 2014/15 and we will use additional Access Agreement funding to further develop our current provision and extend its reach to those students who are in need, but might not necessarily access support services when they experience difficulties that could ultimately lead to withdrawal or them not achieving their potential. Evidence from a wide range of staff who work with both staff students at the University suggests that those from non-traditional backgrounds and young male students within facultiesare least likely to seek help from the various support services or professionals. Keele recognises the importance of building We will aim to provide such students with more and alternative opportunities to engage and present. For instance, we will build upon the effective positive impact on service experienced by our Counselling and innovative services currently delivered Emotional Wellbeing Service which has seen substantial increases in order that we most effectively meet use amongst particular groups (Males rising from 31% to 39% from 11/12 to 12/13 respectively). This corresponds with the needs introduction of an increasingly diverse student body. The University aims to continue this commitment online registration system, which can be accessed by increasing the resources of both central and faculty based teams with a learner enhancement function to develop creative yet relevant learning support services, develop technology that assists particular student needs and to better support colleagues across the institution in supporting and developing their studentsour students 24/7.

Retention and Success. 6.1 Keele University performs above its benchmarks with regard to the retention of full time entrants, 92.2% against a benchmark of 90.7% (2007/08 HESA). This has been influenced positively by the flexibility of our degree structure which includes a substantive and effective electives programme that will be available to all levels of students from the 2011/12 academic yearprogramme. The University does however is making significant strides to ensure that students be as supported as they can be as they make the transition to Keele, throughout their studies and as they move into the world of work. We recognise the absolute need to continue to develop services and resources that support students as they face and overcome the many challenges presented to them throughout their student experience. Keele intends Xxxxxxx working hard to build on upon current work that promotes the holistic student experience and celebrates student success. This will be recognised in an increased commitment in future years to encourage Keele students to maximise their opportunities from the Distinctive Keele Curriculum in order that they gain the knowledge, skills and resources that will enhance their student experience as well as make them stand out as excellent graduates and employable professionals. 6.2 An effective way of supporting students into and through Higher Education is to utilise the skills and expertise of our most important and valuable resource, our students. Keele plans to expand its portfolio of peer-assisted programmes in order that incoming students are better assisted in their academic transition, learning experience and socialisation into the University. There are a range of effective mentoring initiatives and activities being delivered across the institution which the University recognises for their positive impact upon Keele students; both the supporters and the supported. However, this is an area that the University intends to build upon in order that all students have access to the positive experience The aims of mentoring and peer support. By co-ordinating efforts to better connect our peer assisted these projects delivered across the institution the long term aspiration will be to create a university wide peer mentoring service which will support the development of programmes across all stages of the student journey with the aim ofare to: raising raise aspirations to go to University aiding aid academic and social transition enhancing enhance the learning experience directing direct students to appropriate staff members and services identifying identify students at risk providing provide opportunities for mentors (and mentees) to develop skills and enhance their employability 6.3 The employability During the 2011/12 academic year a substantive scoping exercise was carried out to assess the need and desire to develop a pan-university peer mentoring scheme. Consultation and discussion with University provides learner enhancement colleagues, the Students’ Union and Keele students led to the decision to pilot a peer support and services within faculties and centrally within our Student Services departmentmodel aimed at successfully initiating students to life at Keele. Much In preparation for the commencement of this work is also embedded within pedagogy across the Institution and is explicitly referred 2012/13 Academic year, in excess of 250 students have been trained to within deliver effective support to their peers entering the University’s Learning and Teaching strategy. Examples of effective practice include specialist support and development professionals working with both staff and students within faculties. Keele recognises the importance of building upon the effective and innovative services currently delivered in order that we most effectively meet the needs of an increasingly diverse student body. The University aims project in its first year will be delivered across seven schools and will also be available to continue this commitment by increasing the resources of both central all mature and faculty based teams with a learner enhancement function to develop creative yet relevant learning support services, develop technology that assists particular student needs and to better support colleagues across the institution in supporting and developing their international students.

Retention and Success. 6.1 Keele The University’s Retention Strategy was approved by the University’s Senate in June 2012. As a result of the underpinning work (and informed by the University’s involvement in collaborative research with the University performs above its benchmarks of Sunderland and Newcastle University8), it is anticipated that during 2014/15 there will be continued delivery of the recommendations, ensuring positive outcomes for learners across the student lifecycle. 7 xxxx://xxx.xxxx.xx.xx/documents/regulations/ug_cop_undergraduate_admissions.pdf 8 ‘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) Key elements with regard particular relevance to the 2014/15 Access Agreement include:  The design and delivery of a number of 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. It is intended that these activities will build the confidence of these learners in addition to identifying any support issues they may have, leading to their improved retention and completion.  The increase in the number of full time entrants, 92.2% against a benchmark of 90.7% (2007/08 HESA). This has been influenced positively by the flexibility of our degree structure which includes a substantive Academic Support Officers in academic areas with remits to provide additional support and effective electives programme that will be available guidance to all levels of primarily first year students from the 2011/12 academic yearWP backgrounds. The University does however recognise posts will assist in the need to continue to develop services academic transition but also support social integration and resources that support students as they face and overcome the many challenges presented to them throughout their student experience. Keele intends to build will focus on current work that promotes the holistic student experience and celebrates student success. This will be recognised in an increased commitment in future years to encourage Keele students to maximise their opportunities from the Distinctive Keele Curriculum in order that they gain the knowledge, skills and resources that will enhance their student experience as well as make them stand out as excellent graduates and employable professionals. 6.2 An effective way of supporting students into and through Higher Education is to utilise the skills and expertise of our most important and valuable resource, our students. Keele plans to expand its portfolio of peer-assisted programmes in order that incoming students are better assisted in their academic transition, learning experience and socialisation into the University. There are a range of effective mentoring initiatives and activities being delivered across the institution which the University recognises for their positive impact upon Keele students; both the supporters and the supported. However, this is an area that the University intends to build upon in order that all students have access to the positive experience of mentoring and peer support. By co-ordinating efforts to better connect our peer assisted projects delivered across the institution the long term aspiration will be to create a university wide peer mentoring service which will support the development of programmes across all stages those vulnerable times of the student journey with the aim of: raising aspirations to go to University aiding academic and social transition enhancing the learning experience directing students to appropriate staff members and services identifying students at risk providing opportunities for mentors (and mentees) to develop skills and enhance their employability 6.3 The University provides learner enhancement support and services within faculties and centrally within our Student Services departmentlifecycle. Much of this work is also embedded within pedagogy across the Institution and is explicitly referred to within  Informed by the University’s Curriculum Reform project, ongoing work will 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 will include continuing to supplement the Access to Learning budget and Teaching strategythe provision of financial support towards high placement expenses where applicable. Examples of effective practice include specialist support  Improving the resource and development professionals working expertise dedicated to capturing data associated with both staff and our intervention activities with targeted groups. It is our expectation that all interventions with students within faculties. Keele recognises the importance of building upon the effective and innovative services currently delivered from all target groups should be recorded systematically in order that we most effectively meet the needs of an increasingly diverse student body. The University aims can measure and evaluate their effectiveness and impact and used to continue this commitment by increasing the resources of both central and faculty based teams with a learner enhancement function to develop creative yet relevant learning support services, develop technology that assists particular student needs and to better support colleagues across the institution in supporting and developing their studentsinform future activities.