Student retention in higher education

We have approached and are experiencing a new era in higher education. The introduction of fees for degree courses is having an impact. Fewer students are attending university. Consequently, the new university sector is having more difficulty in attracting high calibre students, who tend to be offered places by universities positioned higher up the league tables. Many of our students are offered places through the clearing process, and some have a low A level points score.

The make up of this student body is unlikely to change. Many institutions need to respond to a new responsibility. Traditional techniques and strategies may have to be changed to meet this different demand. Within this background, the problem of student retention has become very serious. Average drop out rates are reaching 25% in the new university sector the majority being lost during their first year of study.

The problem has become very acute. This paper considers some of the problems and reasons why students drop out of university, and focuses on some of the strategies the Law Subject Group at Coventry has adopted in relation to first year students, concluding with some statistics on the effectiveness of these measures.

What are the most common reasons for dropping out of a university degree course?

1. home sickness/wrong subject
2. financial
3. bored with course
4. failing assessment

Home sickness/wrong subject

Statistically, the first reason is not that significant, and there is little a university can do to do to respond to this problem except for ensuring that pastoral care is available in these circumstances.

Financial

The second reason is very common. The impact of student fees and the reduction in the availability of student grants has taken effect. Most students have to supplement their incomes. The Law Student 2000 project indicates that over 50% of students expect to be in debt by over £9,000 by the time they leave university. 68% plan to work during their first year, and of these 51% will work over 10 hours per week. A study carried out by a Scottish university found that where students worked more than 10 hours per week it had an adverse effect on their academic studies.

Obviously debts deter students from continuing their education and some are forced to withdraw. In other situations, those who are attending university and working part time at the same time are torn between paid and academic work often resulting in poor performance and eventual drop out due to assessment failure.

Apart from working out strategies to encourage students to attend and offer financial advice, perhaps through the students' union, there is little a university can do to solve a student's personal financial problems.

Bored with the course

This reason for withdrawal can be responded to by law teachers. In particular, the introduction of innovative teaching methods (for example making use of new technology, or student centred learning) may create a more committed student body. Several universities have adopted new strategies; Leeds Metropolitan University has introduced more group based projects, the University of Derby has introduced the keeping of a reflective learning diary in their first year skills module and the University of Wolverhampton has reduced all class sizes to 50 and reduced their three hour teaching slots to 2 x 90 minute sessions, with no seminars or straight lectures or dictation of notes. All sessions are interactive; one example being to give students a copy of a previous student's examination paper and then asking students in small groups to comment on and mark it.

Failing assessments

Evidence shows that this is the most significant reason for student losses during their first year at university. Students may fail for a variety of different reasons:

• poor quality teaching
• lack of attendance
• lack of ability

Institutions have a responsibility to their students to provide a high standard of legal education which includes quality teaching. This then impacts on attendance and pass rates.

Students can be encouraged to attend by employing different strategies. The University of Central Lancashire has addressed this problem by making seminar attendance part of the assessment process. All students have to attend seminars and contribute to them; this counts for 15% of the module mark. The scheme has been in operation for several years. Students agree that the system works well and makes them work harder for seminars. Attendance and retention rates have improved as a result.

The Law Subject Group at Coventry University has responded by linking assessment with seminar topics. Students are told that one of the seminar questions will be given to them as a time constrained assignment. This is to be carried out as a pilot scheme in some level two and three modules, and it will be interesting to see if seminar attendance improves as a result.

New strategies employed by the Law Subject Group

Particular focus is made to first year students, since this group represents the highest withdrawal rate.

New modules

As previously noted, failing assessments is the most common reason for students failing to proceed to the next year. Consequently, two new skills modules have been devised to help students with their study of the compulsory modules. These were introduced in 1999 at a time when the LLB was reviewed. Students take three core double modules; public law, obligations, and legal skills and system. By taking the new modules, their diet of eight modules is complete.

The modules help students with basic communication skills, in particular writing legal essays, and research methods.

Mid-sessional examinations/time constrained assignments

Mid-sessional exams were introduced in 1997. These took place in the core modules during the first week of the spring term. The results of these examinations were quickly processed, and students were counselled by their personal tutors in the event of any poor results. Some students were offered extra help if required. In previous years additional lectures have been offered.

Most students agree that the preparation for these exams have helped them to succeed in the summer. It gives them a chance to review their progress and understanding of the subject.

The mid-sessional exam did not form part of the assessment procedure. Consequently this year a time constrained assignment in each core module has been arranged for the last week of the winter term. This will count towards students' assessment, the rationale being that students will work harder as their marks will contribute to their final marks. The format of the time constrained assignment is similar to the mid-sessional exam, in that it includes a review of the work undertaken during the first term. Consequently, if some students are having difficulties with key concepts or areas of law, then extra help will be provided.

Induction

Students are given a two week induction programme. During the first week, students concentrate on procedures and practices within the university and subject group. The second week is a specific introduction to law.

Week 1 is fairly standard. For the first time this year we introduced the practice of asking students to write an essay on their educational background, and why they wanted to study law at Coventry. Students were informed that this was a skills exercise and that they should present their work with appropriate grammar and punctuation. The essays were distributed to personal tutors for their first meeting.

The exercise serves a dual purpose; some background information and talking points for first meetings with tutors, and as it is a skills exercise, the tutor is able to identify any weaknesses in writing skills. If so, students are counselled regarding help available in the university, such as advice on English modules for overseas students, student support from the student union and on taking the newly introduced skills modules in law.

Week 2 is an intensive introduction to law, with lectures starting in all core modules. The aim is to stimulate the student's interest in their chosen subject at an early stage. Other sessions include five interactive workshops on topical legal themes. Also, students have to complete a comprehension exercise during the week, involving writing a précis of a legal article. This exercise is then assessed by each student's personal tutor and discussed with the student. This provides a further opportunity for weaknesses to be identified and appropriate advice given.

Personal tutorials

All first year students are expected to meet with their personal tutor every four weeks. Most tutors operate an appointment system, and are asked to chase up students who do not keep their appointment times. This process has been in operation for the last three years and is designed to help those students who may feel a little insecure when they commence higher education.

Have we been successful?

These progression rates must also be considered in the light of the increase in student numbers on the LLB programme. Before 1996 the subject group tended to take around 100 students, but this figure has gradually risen to current levels of around 200, with not all the students entering with good A level results.

These strategies together have clearly improved student retention rates. It is impossible to identify which strategy has had the most impact and it is clear more improvements can be made.

By taking action and responding to the problems of student retention in 1996 some progress has been made. The student body is unlikely to alter significantly in the near future, consequently the need to adapt within this new era is recognised as our responsibility.