UNIVERSITY RETENTION STRATEGIES Sample Clauses

UNIVERSITY RETENTION STRATEGIES. Monash views the success of an institution and its students as inseparable and is committed to promoting and sustaining high levels of student retention, success and completion. To this end, retention is included as a key indicator of our success within the University-wide KPI framework, and significant investment has been made in programs that support students in their studies. Monash has recently launched the University’s inaugural Student Retention Strategy in response to the Higher Education Standards Panel’s (HESP) 2018 report – Improving retention, completion and success in higher education. The document sets out a whole-of institution commitment to, and shared responsibility for, retention, inclusion, partnerships, and fostering a sense of belonging among students. The Student Retention Strategy presents our aspiration to become a model of excellence in retention and to be recognised for the development, implementation, delivery and assessment of innovative programs and services that enhance student access and success, particularly for at-risk students. The Student Retention Strategy comprises three priority areas for further action: 1. Better utilisation of data and predictive analytics to allow for timely and relevant interventions; 2. Strengthening students’ sense of belonging, starting at orientation and continuing throughout their learning journey; and 3. Better understanding the discontinuation experience, including providing students with alternatives to discontinuing. Within these three priorities, ongoing improvement programs have been identified, along with additional actions for improvement. Implementation will be led by the Pro Vice-Chancellor (Academic), with regular monitoring through the University’s senior committees. KEY PERFORMANCE INDICATORS Action plans to deliver on these outcomes are developed annually and monitored for quality and impact through the Education Portfolio, Academic Board, and the Vice-Chancellor’s Executive Committee. The University aspires to achieve the following teaching and learning KPIs in 2020:KPI 2020 Target Retention1 – Undergraduate 94% Retention – Graduate/Post Graduate 90% ReSEARCH AND RESEARCH TRAINING AND INNOVATION The Focus Monash 2015-2020 strategic plan articulates the following priorities for research, research training and innovation: Develop and recruit high-performing researchers and graduate research students. Focus investment in areas where Monash has or is capable of having impact and rese...
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UNIVERSITY RETENTION STRATEGIES.  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision.
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UNIVERSITY RETENTION STRATEGIES. Strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas) Since June 2014, there have been a number of university-wide and school-focused Student Retention and Success (SRS) strategies that have been implemented to increase student success and progression. These initiatives vary from timely access to information, targeted program and courses priority areas, timely contact with students throughout the student life-cycle, building academic teaching staff capability and developing innovative technology solutions to identifying students ‘at risk’ and monitoring progress. These initiatives include:
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UNIVERSITY RETENTION STRATEGIES. Reducing non-completion Evaluation and follow-up with students who discontinue
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UNIVERSITY RETENTION STRATEGIES. The University will continue to monitor the performance of students in relation to the basis of their admission. The University currently achieves the lowest attrition rate for domestic bachelor students in the nation at 4%. We anticipate this present exceptional rate of retention and success will be maintained.  The University is developing new learning analytics to identify the small number of students at risk at an earlier stage in their studies and to create interventions to support students to make more informed choices about their studies.
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UNIVERSITY RETENTION STRATEGIES strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas) • evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. • strategies for the provision of high quality research training, including measures to encourage PhD industry placements. This information should identify the expected number of industry placements. • strategies to encourage research translation and commercialisation, including collaboration and engagement with industry and other end users, and the measures of success that the university monitors in this area • strategies to promote open access to research publications and data. • strategies for reducing unemployment in the regions serviced by institutions, including youth unemployment rates • The Traineeship program provides an entry-level career pathway into UQ and supports the completion of a Diploma of Business. The University employs 6 staff per year under this program. • The Temps program provides a pathway into UQ through professional staff areas such as finance, general administration, reception, personal assistant, project work and IT. The University employs various numbers of staff each year depending on demand of areas. • The Graduate program is run over 12 months and provides opportunities for Aboriginal and Xxxxxx Xxxxxx Islander university graduates to develop a professional career. The University currently employs 6 staff per year under this program. • strategies for increasing student support for relocating students (potentially including specialised on-boarding programs) • strategies to increase community access to university facilities • Our 13 libraries are also open to the general public to access a range of collections, databases, artefacts and ebooks. • strategies to increase aspirations and advice to school students on study options. • SPARQ-ed which is an educational facility established in collaboration with Queensland's Department of Education and Training to connect school communities with the medical research community. • Robotics workshops offered during school holidays • strategies to address employability and graduate attribute skills gaps to ensure students are work-ready • the application of these strategies to admissions and enrolments • actions being taken to ensure the safety of data against cyber attack • mitigation strategies ...
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UNIVERSITY RETENTION STRATEGIES. The University's retention rate is relatively low compared to other providers. This is partly due to the majority of students being mature-age and part-time, however the University has developed a retention strategy to address this deficiency. This has four components: understanding data, early intervention by lecturers before completion of a unit of study, required follow-up with all students who fail a unit at semester end, and contacting all students who do not re-enrol to complete an exit interview. Retention is monitored annually for all awards through an annual Course Review Report, and is the subject of major Course Reviews and of an annual strategic discussion at the Academic Board. xxxxx://xxxxxxxx.xxx.xx/xxxxxxxxx/xxxxxxxxxx-xxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxx/xxxxxxxxx-xxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxx/xxxxxxxx-xxxxxxx-xxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxx(xxxxxxxx-xxxxxxxxxxx-xxxxxxxxxxx-xxxxxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxxx/xxxxxxx-xxxxxxxx-xxxxxx/
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Related to UNIVERSITY RETENTION STRATEGIES

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board of Education agrees to pay the actual tuition costs of courses taken by a teacher at accredited colleges or universities up to three courses per two (2) year fiscal periods from July 1, 2006 to June 30, 2008 and July 1, 2008 to June 30, 2010 respectively, except as follows: 1. No teacher may be reimbursed for courses taken during the first year of teaching in Vineland. 2. Teachers taking courses in the second and third years of employment in Vineland will not receive remuneration until tenure has been secured. The remuneration will then be retroactive and will be paid to the teacher in a lump sum within sixty (60) days after the teacher has secured tenure. 3. All courses must be pre-approved by the Superintendent or his designee subject to the following requirements: (a) A teacher must provide official documentation that he/she has obtained a grade of B or better; (b) Reimbursement shall be paid only for courses directly related to teacher’s teaching field which increase the teacher’s content knowledge and are related to the teacher’s current certification, as determined by the Superintendent or his/her designee in his/her sole discretion; no reimbursement shall be paid for courses leading to a post graduate or professional degree in a field other than education or teaching. Further, effective September 1, 2010, all newly hired teachers shall not be eligible for reimbursement until they are tenured, and they shall not be eligible for retroactive reimbursement upon gaining tenure for courses taken prior to being tenured. (c) The maximum total payments to be made by the Board shall not exceed $130,000.00. Courses shall be applied for no earlier than the following dates: Summer Session - April 1 Fall/Winter Session - June 1 Spring Session - October 1 Courses must, as set forth hereinabove in this sub-article 18.A.3, be pre-approved by the Superintendent or his designee, prior to the teacher commencing the course(s); and (d) Teacher taking courses shall sign a contract requiring them to reimburse the Board for all tuition paid for a course if the teacher shall voluntarily leave the employ of the Board within one (1) full school/academic year of completion of said course, except that reimbursement shall not be required when the teacher shall voluntarily leave the employ of the Board due to a significant, documented life change. 4. Tuition reimbursement costs shall be a sum not to exceed the actual cost of college credits charged in an accredited public State college/University of the State of New Jersey. B. When the Superintendent initiates in-service training courses, workshops, conferences and programs designed to improve the quality of instruction, the cooperation of the Vineland Education Association will be solicited. Notwithstanding the above, the initiation of in-service training courses, workshops, conferences and programs shall be determined solely at the discretion of the Board. C. One professional leave day may be granted to a teacher upon request, according to the following guidelines: 1. The professional day may be for attendance at a workshop, seminar or visit to another school for the expressed purpose of self professional improvement for the job. 2. The request shall arrive in the office of the Superintendent of Schools at least ten (10) working days prior to the date requested and shall be reviewed by the immediate supervisor prior to submission. The Board reserves the right to deny a professional leave day before or immediately following a holiday or on a day which by its nature suggests a hardship for providing a substitute. 3. No more than two teachers from any one elementary school or from any one department in the secondary schools may be granted a professional leave for a given day. 4. The teacher may be required to submit a report to the Superintendent of Schools, Assistant Superintendent, supervisor (s), principal and staff regarding the activity of the professional day. 5. Costs incurred by the teacher for the professional day authorized under this Section shall be the teacher’s responsibility. 6. A maximum of 90 professional leave days may be authorized for the school year which shall be apportioned as follows: elementary, 35; grades seven and eight, 20; and high school, 35. D. If the Board initiates a teacher’s attendance at a professional workshop, seminar or visit, the expenses shall be the responsibility of the Board. Further, this day shall not be subtracted from the 90 professional leave days granted to teachers of the Association. E. The Board agrees to pay the full cost of courses taken by secretaries related to skills and knowledge improvement when such courses are required and approved by the Board. F. The Board and the Association agree that it is important to communicate when developing and implementing current and future learning technologies, including but not limited to distance and on-line learning.

  • Information Technology Enterprise Architecture Requirements If this Contract involves information technology-related products or services, the Contractor agrees that all such products or services are compatible with any of the technology standards found at xxxxx://xxx.xx.xxx/iot/2394.htm that are applicable, including the assistive technology standard. The State may terminate this Contract for default if the terms of this paragraph are breached.

  • Technology Research Analyst Job# 1810 General Characteristics

  • Research Independence The Company acknowledges that each Underwriter’s research analysts and research departments, if any, are required to be independent from their respective investment banking divisions and are subject to certain regulations and internal policies, and that such Underwriter’s research analysts may hold and make statements or investment recommendations and/or publish research reports with respect to the Company and/or the offering that differ from the views of its investment bankers. The Company hereby waives and releases, to the fullest extent permitted by law, any claims that the Company may have against such Underwriter with respect to any conflict of interest that may arise from the fact that the views expressed by their independent research analysts and research departments may be different from or inconsistent with the views or advice communicated to the Company by such Underwriter’s investment banking divisions. The Company acknowledges that the Representative is a full service securities firm and as such from time to time, subject to applicable securities laws, may effect transactions for its own account or the account of its customers and hold long or short position in debt or equity securities of the Company.

  • TRAINING AND EMPLOYEE DEVELOPMENT 9.1 The Employer and the Union recognize the value and benefit of education and training designed to enhance an employee’s ability to perform their job duties. Training and employee development opportunities will be provided to employees in accordance with Employer policies and available resources. 9.2 Attendance at employer-required training will be considered time worked. The Employer will make reasonable attempts to schedule employer-required training during an employee’s regular work shift. The Employer will pay the registration and associated travel costs in accordance with Article 23, Travel, for employer-required training.

  • Research Analyst Independence The Company acknowledges that the Underwriters’ research analysts and research departments are required to be independent from their respective investment banking divisions and are subject to certain regulations and internal policies, and that such Underwriters’ research analysts may hold views and make statements or investment recommendations and/or publish research reports with respect to the Company and/or the offering that differ from the views of their respective investment banking divisions. The Company hereby waives and releases, to the fullest extent permitted by law, any claims that the Company may have against the Underwriters with respect to any conflict of interest that may arise from the fact that the views expressed by their independent research analysts and research departments may be different from or inconsistent with the views or advice communicated to the Company by such Underwriters’ investment banking divisions. The Company acknowledges that each of the Underwriters is a full service securities firm and as such from time to time, subject to applicable securities laws, may effect transactions for its own account or the account of its customers and hold long or short positions in debt or equity securities of the companies that may be the subject of the transactions contemplated by this Agreement.

  • Training and Professional Development 11.1 The Employer will develop and maintain an employee training and development plan and provide such plan to the Union upon request. Staff training is intended to provide an opportunity for classified staff employees for training sponsored by the University Training and Development and the UW Medical Centers Organizational Development and Training. Education/Professional Leave is intended to facilitate employee access to continuing education opportunities. Training and educational/professional leave may be used for the purpose of improving job performance, maintaining and increasing proficiency, preparing staff for greater responsibility, or increasing promotional opportunities within the framework of staff positions available at the University. 11.2 Any release time for training for employees accepted for such classes shall be in accordance with the Executive Order (currently No. 52) governing this matter. In the event that two or more employees request the same training period and supervision must limit the number of persons who may participate at one time due to work requirements, the selection will be made on a mutually agreeable basis within the department. 11.3 The training program is a proper subject for discussion by either departmental or University-wide Joint Union/Management Committees. 11.4 If the Employer requires an employee to receive training, reimbursement will be provided in accordance with the University travel rules. Employee attendance at Employer required training, either during or outside working hours, will be considered time worked and compensated in accordance with the provisions of this Agreement. 11.5 Employee attendance at training not required by the Employer and not covered by Executive Order 52, either on approved leave from or outside of working hours, will be voluntary and not considered time worked.

  • Professional Development Funds 23.1.1 Two Professional Development Funds, a Professional Development Support Fund and an Education Leave Fund, shall be established to support professional development activities as defined in 23.2. On April 1st of each year, the College will allocate an amount equal to no less than 0.9% of total faculty salary (exclusive of severance payments) to the Professional Development Support Fund, and an amount equal to no less than 0.6% of total faculty salary to the Educational Leave Fund. Any unused balances in these funds shall carry over to the next budget year. 23.1.2 The College agrees to provide the Association with the authority to administer the program on behalf of the College for those activities approved by the College in accordance with 23.2, 23.4 and 23.5. 23.1.3 Nothing in this Agreement prevents the College from funding professional development activities in addition to those activities supported through the Professional Development Funds (23.1.1) in accordance with the procedures described in this Article.

  • Professional Development Fund Article 20

  • Business Continuity Planning Supplier shall prepare and maintain at no additional cost to Buyer a Business Continuity Plan (“BCP”). Upon written request of Buyer, Supplier shall provide a copy of Supplier’s BCP. The BCP shall be designed to ensure that Supplier can continue to provide the goods and/or services in accordance with this Order in the event of a disaster or other BCP-triggering event (as such events are defined in the applicable BCP). Supplier’s BCP shall, at a minimum, provide for: (a) the retention and retrieval of data and files; (b) obtaining resources necessary for recovery, (c) appropriate continuity plans to maintain adequate levels of staffing required to provide the goods and services during a disruptive event; (d) procedures to activate an immediate, orderly response to emergency situations; (e) procedures to address potential disruptions to Supplier’s supply chain; (f) a defined escalation process for notification of Buyer, within two (2) business days, in the event of a BCP-triggering event; and (g) training for key Supplier Personnel who are responsible for monitoring and maintaining Supplier’s continuity plans and records. Supplier shall maintain the BCP and test it at least annually or whenever there are material changes in Supplier’s operations, risks or business practices. Upon Xxxxx’s written and reasonable request, Supplier shall provide Buyer an executive summary of test results and a report of corrective actions (including the timing for implementation) to be taken to remedy any deficiencies identified by such testing. Upon Xxxxx’s request and with reasonable advance notice and conducted in such a manner as not to unduly interfere with Supplier’s operations, Supplier shall give Buyer and its designated agents access to Supplier’s designated representative(s) with detailed functional knowledge of Supplier’s BCP and relevant subject matter.

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