The Quality of the Student Experience: What can institutions learn from data relating to non-completion?

Yorke, Mantz

doi:10.1080/13538320050001072

Cited by 80 publications

(80 citation statements)

References 2 publications

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“…That student expectations of the course should be realised was considered important by the course team particularly to maintain high retention rates since other work at Kingston University (May & Bousted 2004) and elsewhere (for example Yorke 2000) has highlighted this as a prime reason given by students for withdrawal. Our findings indicate that the students had been led to believe that the PGCE was going to be a very difficult year but had not thought that the MEC would be as intense; what emerged is that the latter was more intensive than they had anticipated and the PGCE year less so.…”

Section: Discussionmentioning

confidence: 99%

Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

May

Atkins

Marks-Maran

2008

Journal of Vocational Education & Training

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In response to a UK government drive to improve maths teaching in schools, the South West London Maths Enhancement Course (MEC) has been set up though collaboration between three Higher Education institutions (HEIs) to provide an efficient route for non maths graduates in employment to upgrade their subject knowledge and give a smooth transition into teacher training (PGCE).An evaluation of the scheme, measured against Teacher Development Agency (TDA) objectives and success criteria agreed by university staff, involved thematic analysis of focus group discussions and interviews with students and staff during both the MEC and PGCE courses. This has revealed a high level of satisfaction and success related to a number of underlying issues, particularly around student recruitment, curriculum design, peer support and staff collaboration. The model offers an example of practice transferable to a range of programmes aimed at supporting students in the transition between levels and institutions.

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Section: Discussionmentioning

confidence: 99%

Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

May

Atkins

Marks-Maran

2008

Journal of Vocational Education & Training

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“…However, in general, these factors tend to fall into three categories: (1) school (e.g. academic preparedness (Smith & Naylor 2001), dissatisfaction with student experience (Yorke 2000), et cetera), (2) social (e.g. matureness or emotional competence (Kingston 2008), financial support such as loans and grants (Arendt 2008), et cetera) and, (3) family related (early parenthood, child labour and poverty (Cardoso & Verner 2006), et cetera).…”

Section: Drop Out Theoriesmentioning

confidence: 99%

“Lost in transition”: Alienation and drop out during the transition to mathematically-demanding subjects at university

Hernandez‐Martinez

2016

International Journal of Educational Research

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“…Indeed, Yorke has published prolifically on student retention in HE (Yorke, 1998a(Yorke, , 1998b(Yorke, , 1998c(Yorke, , 1999(Yorke, , 2000 deriving findings from a sample of 1616 students who had dropped out (a response rate of 31.9%). Yorke identified 36 possible 'influences' on the decision to withdraw.…”

Section: Introductionmentioning

confidence: 99%

“…Using factor analysis, these were reduced to 8: unsatisfactory experience of the programme; unhappiness with the locality of the institution; inability to cope with the demands of the programme; wrong DETECTING UNCERTAINTY, PREDICTING OUTCOME 7 choice of field of study; dissatisfaction with institutional provision of facilities; problems associated with finance; health-related problems; and problems associated with relationships (Yorke, 1998a). These were later reduced to 6 factors (Yorke, 2000). In addition, both Benn (1995) and Cook (2004) argue that the failure of the course to live up to expectations, inadequate pre-course information and inadequate staff-student relationships are instrumental in student non-completion of their first year.…”

Section: Introductionmentioning

confidence: 99%

Detecting uncertainty, predicting outcome for first year students

Sanders

Mair

James

2016

Journal of Applied Research in Higher Education

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PurposeThis study evaluated the use of two psychometric measures as predictors of end of year outcome for first year university students. DesignNew undergraduates (N=537) were recruited in two contrasting universities: one arts based, and one science, in different cities in the UK. At the start of the academic year, new undergraduates across 30 programmes in the two institutions were invited to complete a survey comprising two psychometric measures: Academic Behavioural Confidence Scale and the Performance Expectation Ladder. Outcome data were collected from the Examining Boards the following summer distinguishing those who were able to progress to the following year of study without further assessment from those were not. FindingsTwo of the four Confidence subscales, Attendance and Studying, had significantly lower scores amongst students who were not able to progress the following June compared to those who did (p<.003). The Ladder data showed the less successful group to anticipate a poorer performance at graduation relative to their year group than did the other group (p<.05). ValueThe results suggest that these two psychometric measures could be instrumental in predicting those at risk of non-completion; such identification could enable the DETECTING UNCERTAINTY, PREDICTING OUTCOME 2 targeted use of limited resources to improve retention. Given the background of limited resources in which institutions are exhorted to improve retention rates, this approach, facilitating the early identification of those at risk of non-completion, could enable focussed use of additional support to reduce attrition.

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The Quality of the Student Experience: What can institutions learn from data relating to non-completion?

Cited by 80 publications

References 2 publications

Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

“Lost in transition”: Alienation and drop out during the transition to mathematically-demanding subjects at university

Detecting uncertainty, predicting outcome for first year students

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