An evidence based approach to re-engaging students by re-framing support for success

Power, Jess; Griffiths, Alison; Jones-Devitt, Stella

Abstract

Improving student retention and engagement is a high priority for the sector. This study presents an approach adopted within a large Academic School to re-engage students who might otherwise have been withdrawn from the system. The work presented contributes useful knowledge in two areas: firstly, in recognising the potential of re-engagement using a connected triage approach (forming effective partnerships between the student, the academic team and central guidance). Secondly, it found that 68% of students identified at potential risk of withdrawal had multiple intersections of protected characteristics. The three highest characteristics were found to be non-traditional entry qualifications, students with traditionally low participation rates (Polar 4 quintiles 1&2) and students from the most deprived neighbourhoods (IMD quintiles 1&2). The work conducted in this study enables at risk students to be identified earlier; hence affording more targeted support plans to be put in place to support their learning journey when appropriate.

Citation

Power, J., Griffiths, A., & Jones-Devitt, S. (in press). An evidence based approach to re-engaging students by re-framing support for success. Innovative practice in higher education, 6(1), 1-26

• Journal Article Type: Article
• Acceptance Date: Aug 22, 2023
• Deposit Date: Oct 2, 2023
• Journal: Innovative Practice in Higher Education
• Peer Reviewed: Peer Reviewed
• Volume: 6
• Issue: 1
• Pages: 1-26
• Keywords: retention, engagement, withdrawal, evidence-based research, protected characteristics
• Publisher URL: https://journals.staffs.ac.uk/index.php/ipihe/index