What can universities do to support all their students to progress successfully throughout their time at university?

Mountford‐Zimdars, Anna; Sanders, John; Moore, Joanne; Sabri, Duna; Jones, Steven E.; Higham, Louise

doi:10.1080/13603108.2016.1203368

Cited by 43 publications

(51 citation statements)

References 20 publications

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“…First, the group of students deciding to quit studying after having started a university program is mainly composed of older students with lower levels of academic progress. Therefore, institutions should establish specific measures for this mature and low-performance students to increase their persistence rates (Rubin and Wright, 2015 ; Mountford-Zimdars et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Freshmen Program Withdrawal: Types and Recommendations

et al. 2017

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University program dropout is a problem that has important consequences not only for the student that leaves but also for the institution in which the withdrawal occurs. Therefore, higher education institutions must study the problem in greater depth to establish appropriate prevention measures in the future. However, most research papers currently focus primarily on the characteristics of students who leave university, rather than on those who choose to pursue alternative courses of study and therefore fail to take into account the different kinds of abandonment. The aim of this paper is to identify the different types of dropout to define their characteristics and propose some recommendations. Thus, an ex post facto study was carried out on a sample of 1,311 freshmen from a university in the north of Spain using data gathered using an ad-hoc designed questionnaire, applied by telephone or an online survey, and completed with data available in the university data warehouse. A descriptive analysis was performed to characterize the sample and identify five different groups, including 1. Students persisting in their initiated degree 2. Students who change of program (within the same university) 3. Students transferring to a different university 4. Students enrolling in non-higher-education studies 5. Students that quit studying. Also, data mining techniques (decision trees) were applied to classify the cases and generate predictive models to aid in the design of differentiated intervention strategies for each of the corresponding groups.

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Section: Discussionmentioning

confidence: 99%

Freshmen Program Withdrawal: Types and Recommendations

et al. 2017

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“…National data (DfE, 2017a) suggest a small decline in the proportion of FSM eligible young people (to 14%), linked to changes in benefit regulations and it is possible that some of the uncertainty found at micro level around the extent to which this measure adequately captures 'disadvantage' (Gazeley et al 2017) may stem from the wider context of rising rates of child poverty, much of this in working households (Child Poverty Action Group, no date). Somewhat ironically, while the fair access agenda is explicitly concerned with reducing institutionally embedded social class hierarchies (Raffe and Croxford, 2015), social class is thought too difficult to reliably encode and decode (HEFCE, 2015;Thiele et al, 2016;Mountford-Zimdars et al, 2017). Even the most experienced analysts stress the need for nuanced application of the various criteria (Gorard, 2012;Boliver et al, 2015) and there are clear difficulties arising from the need to connect these securely with their practical applications.…”

Section: Imentioning

confidence: 99%

Unpacking ‘disadvantage’ and ‘potential’ in the context of fair access policies in England

Gazeley

2018

Educational Review

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“…There was a clear call for greater visibility of role models for BAME students, with such experience in and knowledge of their discipline to ensure relevance to these students' learning needs. This echoes wider national calls for greater diversity in academic staff, enabling students to see people like themselves within the institution and what their future could hold (Mountford-Zimdars et al, 2017).…”

Section: Relationshipsmentioning

confidence: 86%

Freedom to Achieve: addressing the attainment gap through student and staff co-creation

Ansley

Hall

2019

Compass

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Understanding and enhancing the experience of individuals and communities who have experienced marginalising structures and cultures have become an important area of research across higher education. This work forms an attempt to address injustice through a critical focus on inclusion and ideas of diversity. However, it also enables a reappraisal of ideas of student-staff partnership and co-creation, and student-as-producer. Building upon Kingston University’s value-added metric and Inclusive Curriculum Framework, De Montfort University has developed its own approach to engaging with differential attainment gaps, in part by embedding co-creation at the heart of its ‘Freedom to Achieve’ project. Co-creation enhances the University’s understanding of the experiences of Black, Asian and Minority Ethnic (BAME) students and supports all students to become agents for change. Between January and April 2018, as a pilot for later project-wide implementation, the Freedom to Achieve team facilitated a series of co-creation events at both institution and programme level. This paper presents an evaluation of the co-creation approach alongside initial findings from the events and explains how these will inform the continuing development of the Freedom the Achieve project.

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What can universities do to support all their students to progress successfully throughout their time at university?

Cited by 43 publications

References 20 publications

Freshmen Program Withdrawal: Types and Recommendations

Freshmen Program Withdrawal: Types and Recommendations

Unpacking ‘disadvantage’ and ‘potential’ in the context of fair access policies in England

Freedom to Achieve: addressing the attainment gap through student and staff co-creation

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