scholarly journals Developing institutional strategies to support failing/failed part-time students in higher education

2013 ◽  
Vol 11 (2) ◽  
pp. 27-46
Author(s):  
Graham Whitehead
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Methodological Approach ◽  
Student Attrition ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Field Instructors ◽  
Part Time Students ◽  
Part Time ◽  
Institutional Strategies

This study considers the significance of institutional strategy in supporting failing/failed part-time students in higher education, particularly at a time of such significant changes to funding ideologies in western cultures, and offers recommendations to improve student retention. Building on previous studies by Simpson (2003), Callender et al (2006) the tracking of three cohorts of part-time students on a counselling programme highlights ‘vulnerable’ candidates and explores specific strategies to respond to the failing/failed student. Employing a mixed-methodological approach consisting of an initial online questionnaire, semi-structured interviews for selected participants and the tracking the academic results of failing/failed students, ethical consideration is given to the nature of the programme (counselling), gender-ratios and the timing of the enquiry (post-completion or termination of studies). The enquiry highlights the challenges for practice educators and field instructors in supporting such students. In order to increase the retention of part-time students, the study also examines possible factors likely to minimise part-time student attrition. For the purposes of this study the term ‘vulnerable’ is defined as a student who is likely to leave the course before completion i.e. a failing/failed student.

scholarly journals Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

2020 ◽  
Vol 6 (4) ◽  
pp. 199
Author(s):  
Jacob Cherian ◽  
Jolly Jacob ◽  
Rubina Qureshi ◽  
Vilas Gaikar
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Student Attrition ◽  
Quantitative Methodology ◽  
Secondary Sources ◽  
Part Time Students ◽  
Part Time ◽  
Education Statistics ◽  
The Uk ◽  
The Relationship

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels.

Persistence in Distance Education: A Study Case Using Bayesian Network to Understand Retention

2017 ◽  
Vol 15 (4) ◽  
pp. 61-78 ◽  
Author(s):  
Marianne Kogut Eliasquevici ◽  
Marcos César da Rocha Seruffo ◽  
Sônia Nazaré Fernandes Resque
Keyword(s):  
Student Retention ◽  
Graphical Model ◽  
Methodological Approach ◽  
Theoretical Background ◽  
Student Attrition ◽  
Composite Model ◽  
Online Course ◽  
Internal Factors ◽  
Face To Face ◽  
Study Case

This article presents a study on the variables promoting student retention in distance undergraduate courses at Federal University of Pará, aiming to help school managers minimize student attrition and maximize retention until graduation. The theoretical background is based on Rovai's Composite Model and the methodological approach is conditional probability analysis using the Bayesian Networks graphical model. Network modeling has shown that among internal factors after admission to the course (as defined in the Composite Model) face-to-face tutorial sessions need to be better planned and executed, learning materials are still not adequate to online course specificities and the support structure needs to be remodeled.

scholarly journals Cufflinks, photos and YouTube: the benefits of third object prompts when researching race and discrimination in elite higher education

2020 ◽  
pp. 146879412097260
Author(s):  
Constantino Dumangane
Keyword(s):  
Higher Education ◽  
Young People ◽  
Methodological Approach ◽  
Structured Interviews ◽  
Black British ◽  
Counter Narratives ◽  
Research Techniques ◽  
Sensitive Issues

Research suggests that interviews, unaided by additional methods, may be an ineffective way to explore young people’s experiences with sensitive issues. Researching minority youth’s experiences on personal or emotionally charged issues requires research techniques that enable young people to reflect on issues in a way that reduces the potential discomfort involved in such discourse. This article discusses the methodological approach of incorporating interviews with ‘third objects’ via photos, cufflinks and video in a study aimed at facilitating conversations with black British university men about the significance of their parents guidance during their formative and adolescent years, and their experiences with racism during their higher education studies. The overarching message of this article is that when exploring personal and sometimes emotional topics, the implementation of third object visual and physical prompts with semi-structured interviews can contribute to the depth of findings by unearthing the seldom heard counter-narratives of marginalised ‘others’.

scholarly journals Felnőtt tanulók diplomaszerzési törekvései

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ágnes Engler
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Academic Life ◽  
Sociological Research ◽  
Full Time ◽  
Mature Students ◽  
Part Time Students ◽  
Part Time ◽  
Asking Questions

A tanulmányban a felsőoktatás ritkán vizsgált hallgatói csoportjának, a munka és (vagy) család mellett, részidős képzésben tanuló felnőtt hallgatók tanulmányi beruházásait vizsgáltuk. A részidős képzésben tanulókat érintő tudományos jellegű megkeresések leginkább a diplomaszerzést követően történnek a diplomás utánkövetéses vizsgálatok keretében. Ennek során a felsőoktatásban végzettek szakmai életútját munkaerő-piaci szemszögből kísérik figyelemmel, érdeklődve a diploma megszerzését követő karrierállomásokról, a diploma beválthatóságáról, munkaerő-piaci pozicionálásról, a tanulmányokba történő befektetések megtérüléséről és hozamairól. A felnőttoktatás felől közelítve ugyancsak elmondható, hogy a kutatási kérdések szintén szűk körben keresnek választ a felnőttek tanulási aspirációjára vagy eredményességére. Vizsgálatunkban a tanulási döntéseket, tanulási motivációkat és az eredményességet kísérjük figyelemmel, mégpedig a tanulmányi életút függvényében.***In this peaper we wish to deal with a group of students in higher education who usually receive little attention: the students pursuing their studies while they have a full-time job and a family. Sociological research dealing with people earning a degree as part-time students usually reaches the students after graduation, in the form of follow-up examinations. These projects follow the career of graduates from the aspects of the labour market, asking questions about the stations in the career of the individuals after graduation, the return of the investment made into education, the value of the degree in the labour market. Even the research projects approaching the issue from the aspects of higher education usually do not seek an answer to questions regarding the aspirations of the students for learning, or the success of their learning process. In our examination we research the learning decision, motivation and efficiency of mature students in the light of the academic life.

scholarly journals Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University

2018 ◽  
Vol 24 (3) ◽  
pp. 353-369
Author(s):  
Tom Clark ◽  
Rita Hordósy
Keyword(s):  
Higher Education ◽  
Financial Support ◽  
Social Identification ◽  
Widening Participation ◽  
Structured Interviews ◽  
Time Work ◽  
Part Time ◽  
The Uk ◽  
Similarity And Difference ◽  
The University

In 2012, the UK government introduced the National Scholarship Programme – a scheme that aimed to ensure that young people from families with low household incomes would not be discouraged from entry into higher education by increases in tuition fees. Drawing on longitudinal evidence in the form of 80 semi-structured interviews conducted in an English Red Brick University over a 3-year period, this article uses Jenkins’ work on social identification to examine the processes by which these post-2012 undergraduates used and experienced the financial support made available to them as part of the Programme. The article explores how the initially categorical label associated with being a student in receipt of financial assistance was variously understood and experienced as they moved through their degree. Not only did the additional finance allow students to avoid excessive part-time work, recipients also felt increasingly valued by the institution when they began to recognise how their financial circumstances differed from their peers, and that the university had made this provision for them. It remains to be seen whether these, more intangible, benefits of non-repayable financial support will transfer to the system of ‘enhanced’ loans that have subsequently replaced maintenance grants and the National Scholarship Programme.

Academic Accreditation of Work-Based Learning in the Construction Environment

2004 ◽  
Vol 18 (2) ◽  
pp. 111-120 ◽  
Author(s):  
Tim McLernon ◽  
David Hughes
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Rational Method ◽  
Academic Learning ◽  
Academic Credit ◽  
Essential Component ◽  
Part Time Students ◽  
Institutional Learning ◽  
Part Time ◽  
The Relationship

This paper examines the contribution of work-based learning (WBL) to the education of construction students. The research draws on the experiences of part-time students and students on sandwich courses in a School of the Built Environment. The sandwich courses include a year in industry as the penultimate year of a four-year programme. This WBL component constitutes a valuable link between higher education and industry and provides a mechanism for students to consolidate learning in their final year as well as preparing them to take on responsibility in industry immediately after graduation. The paper also examines the relationship between WBL and institutional learning with a view to determining what academic credit is awarded for and how it is awarded. The authors argue that WBL is an essential component of higher education, and that credit for WBL is desirable in a system that promotes credit accumulation and transfer. There is currently no rational method of awarding credit for work-based learning and this paper proposes that articulations in current frameworks for credit accumulation and transfer schemes for academic learning may provide a substantive and transparent means of attributing academic credit to WBL. They also recommend that such a framework should be developed specifically for work-based learning.

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