Male retention & engagement
description
Transcript of Male retention & engagement
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Male Retention & Engagement
Ed Foster – NTU & Ruth Lefever Bradford University
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INTERVIEW WITH LISA
“… I thought it would be one big party, I heard that you didn’t have to do any work until the last year – it was party time … To begin with it was a party – but when the work started to come I was still partying so I got behind. In the end, I never really managed to catch up.”
(Ozga & Sukhnandan, 1998, pg 321)
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Unite Student Living Report (2003)
• Male spending per week
• Alcohol–£29.90
• Food–£29.90
• Female spending per week
• Alcohol–£20.30
• Food–£26.80
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Workshop Structure
• Introduce HERE Project
• Impact of doubting on student retention
• Differences in male and female behaviour and approaches to learning at University
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The HERE Project
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The HERE Project
• Part of the ‘What Works?’ Student Retention & Success Programme – Funded by HEFCE & PHF– Supported by HEA & AonA
• Joint Project – NTU– Bournemouth– Bradford
• Goals– Strand A: Doubters
• Why don’t all doubters leave?• What can we learn from doubters who stay at University?
– Strand B: Programmes• Despite entry qualifications being a very strong predictor of retention, ostensibly similar
programmes often have very different rates of retention• Why?• What can we learn from successful programmes?
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Strand A: What impact does doubting have on retention?• Doubting
• Relatively high number of doubters in studies• 21% (Rickinson & Rutherford, 1995)• 42% (Ozga & Sukhnandan, 1998)• Yorke & Longden (2008)
– 40% of first year students with little or no prior knowledge of their programme– 25% of those who were better informed
• Sodexo 2010 – 39% of students considered withdrawing – (Interesting to note that grows as students progress)
» Higher proportion of female doubters than males» 32% compared to 27% (no it doesn’t make sense to me either)
• UK Retention Rates– 10% progression to year 2
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HERE Project Research
• Student Transitions Survey
• March – May 2009– Using NTU data – 2 stages
• Initial responses – 656 respondents (9% of first year)• Students granted permission to track progress – 373 respondents
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Core Issues
– Have you considered withdrawing (leaving) at any point during your first year at NTU?
– Please tell us what made you consider leaving NTU?– If yes - What has helped you decide to stay at NTU?
– Asked students to measure their experience against 17 factors– (for example – “I have enthusiastic lecturers”)
• How important? (1-5)• How positive has the experience been (1-5)
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Non-Doubters
• Non-Doubters – 63% of first years had not considered withdrawing
• Factors associated with non-doubting
1. Positive academic experience • Interesting link between confidence about coping with academic pressures and feedback
2. Positive experience of social support & future goals
3. Positive experience of student life
4. Gender
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Doubters (37% of sample)
• 37% of sample expressed doubts
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Reasons why Doubters Stay
Reasons why Student Doubters stay at University
HERE Project March - May 2009 NTU data 198 responses from 171 first year respondents
55
3428 27
24
14
7 63
0
10
20
30
40
50
60
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Are Doubters more likely to become Leavers?
Yes
Well, certainly in the first year and amongst the respondents to the survey at our institution
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Leavers
• Tested in December 2009
• 373 students gave us permission to follow their progress
• Of these:
Non Doubters Doubters
235 138
Students who failed to progress
4 (2%) 12 (9%)
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Doubting by Gender
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“I don't like the course, and I don't feel its going to get any better over the next 2 years. This type of learning isn't for me, I need hands on learning so I feel like I am actually learning something and doing something useful. I don’t feel that I have learnt a single thing this year.”
Female student doubter
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Doubting by gender
• Male respondents appear less likely to doubt
• In our larger survey 41% of female students expressed doubts, against 31% of male students
• I’m going to use the statistics gathered from those (373) students who gave us permission to track their progress
• 234 female students: 91 doubters – 39%
• 139 male students: 47 doubters – 34%– Therefore appears to contain more worried male students
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Retention
Group Gender Withdrawals Percentage of withdrawals
Non-Doubters (235) Female 143 3 2%
Male 92 1 1%
Doubters (138) Female 91 5 6%
Male 47 7 15%
But appear more likely to actually withdraw
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Differences in experience
• 17 factors
• Each rated on a Likert scale (1-5)
• Researcher identified three groups closely linked– Academic experience– Support & goals– Student Lifestyle
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Female Male % difference
How much have you enjoyed your course so far?
(percentage responding 4/5 out of 5)
72% 66% - 6%
294 from 406 female students165 from 250 male students
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Academic Experience
Female Male % difference
My subject is interesting
92% 88% - 4%
The feedback I receive about my work is useful
84% 76% - 8%
I feel confident that I can cope with my studies
83% 80% - 3%
Scale indicates percentage of students rating their response 4 or 5 out of 5 (‘Agree’ & ‘Agree very much’)
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Support & Goals
Female Male % difference
My fellow students are supportive
70% 65% - 5%
My family is supportive
87% 79% -8%
Completing my degree will help me achieve future goals
89% 88% - 1%
Scale indicates percentage of students rating their response 4 or 5 out of 5 (‘Agree’ & ‘Agree very much’)
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Student Lifestyle
Female Male % difference
I like the house/ flat/ halls that I am living in
77% 70% - 7%
I have an enjoyable social life
73% 73% 0%
I am confident that I will have enough money to complete my course
76% 71% - 5%
Scale indicates percentage of students rating their response 4 or 5 out of 5 (‘Agree’ & ‘Agree very much’)
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Other Factors
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Degree Classification Goals
% of students aiming for first class grades
Female responses
Male responses
% difference
When you graduate?
54% 54% 0%
By the end of the year?
26% 29% +3%
Scale indicates percentage of students rating their response 4 or 5 out of 5 (‘Agree’ & ‘Agree very much’)
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Difficulty
Female Students
Male respondents
Percentage difference
How difficult have you found your studies so far this year?
35% 31% -4%
How hard have you worked so far this year?
62% 44% -18%
Scale indicates percentage of students rating their response 4 or 5 out of 5 (‘hard’ & ‘very hard’)
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Priorities
Female responses
Male responses
Percentage difference
My academic studies 80% 62% -18%
Family 52% 36% -16%
Social life at University
49% 48% -1%
Friends from home 33% 27% -6%
Part-time work 25% 20% -5%
Volunteering and other community activities
13% 8% -5%
Scale indicates percentage of students rating their response 4 or 5 out of 5 (‘Agree’ & ‘Agree very much’)
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Personal Tutor
Female Responses
Male Responses
Percentage difference
Do you have a personal tutor?
57% 46% 11%
NB – our research does not suggest that the presence personal tutors make a positive difference on doubting
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Reasons male students cited for staying
Frie
nds &
Fam
ily
Futu
re G
oals
Deter
min
atio
n/In
tern
al Fac
tors
Adapt
ing
to U
nive
rsity
Lack
of O
ptio
ns
Supp
ort f
rom
staff
Finan
cial S
uppo
rt0
2
4
6
8
10
12
Series1
33 responses from the 47 male doubters
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Walking off a cliff?
• Similar outlooks– Social life equally enjoyable– Academic goals are broadly the same (degree classification)
• But engagement is different in key areas– Males appear to have less valuable feedback– Also marginally less confident– Claim to be finding studies less difficult– Apparently working significantly less hard– Apparently less likely to have a personal tutor
– In life factors males appear more disengaged from everything
Self awareness
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Discussion activities
• It appears that male students are having difficulty engaging in learning process
• What can be done to help male students engage with feedback?
• What tactics might work to help male students work ‘harder’?
• If male students apparently find their studies easier, why are they apparently less confident that they are going to cope? And how do we help them engage better?
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