Keynote delivered at University of Bolton Annual Learning and Teaching conference, 8 July 2010. Looking at themes emerging from HERE project.

1. Why Am I Here? Why Should I Stay? Understanding student expectations, experiences and reasons for engaging with University Becka Currant Dean of Students, National Teaching Fellow

2. Listening to the narratives What do our students think about their experiences? How do they feel about being at university?

3. Expectations prior to arrival “I hope I can become more confident as well as stretch myself in lots of new ways, push my boundaries. I hope University can support me in this and help me when I flounder” “I didn't really know what to expect...” I didn’t have any idea how it was going to be because…it is just different than in my country, and the way of teaching and everything

4. Concerns/Worries “I was concerned about having the skills because I hadn't studied for a long time” “I had not done anything like it for 13 odd years, so that adds another level of toughness to it” “I was expecting it to be tough and harder than it was” “I think anyone coming to Uni with an expectation of it being easy is fooling themselves”

5. How do students think they learn best? “I prefer practical learning as I like to do things and get bored when just listening to someone talking. I do quite well when working in a group as well as it gives me more ideas and opinions” “Through repetition. I like to study independently initially but then to consolidate the learning I like to discuss it and have feedback on it. I have a low attention span and so find a lot of reading and quiet time very hard work. I like to interact with people and so the discussion and debate of ideas appeals to me greatly” “I learn best from doing things or thinking through a problem with other people or by writing something down, drawing it. I don't learn much by just reading something”

6. Feelings About the Course “It’s challenging but its good fun I really enjoy it, the content I really, really like” “I am really enjoying it” “I like, love it! ...the content and just I am really enjoying learning... taking all the information in… although it is a lot of work I just really enjoy that part of it, sort of doing the research going to the library and finding out the stuff”

7. What is their best experience? “I think the best part for me was meeting so many new people. I didn't know anyone else before I came here, and I was worried about not making friends, not fitting in etc. But on my very first day (the welcome talk), I already got talking to a few people, and that really worked wonders for my confidence” “The tutorials were very helpful to guide the students during the year. Also seminars and other supporting classes. I felt that the lecturers were people who we can speak with and this is necessary for a non English student”

8. Stating The Obvious But… Higher Education is changing… “The university system is in need of ‘radical change’ to provide a better deal for taxpayers and students” (Willetts, 10 June 2010) How is the sector going to respond?

9. The Impact of ‘massification’ Over last 20 years Higher education has undergone radical and unprecedented change (Education Act, 1992; Dearing Report, 1997; Roberts Report, 2003; Leitch Report, 2006) Learners are entering with different expectations and assumptions about their experiences The student body has become dramatically more heterogeneous and has fragmented in some cases

10. Students 2.0? Who/what are modern students? A vision of students todayWesch (2007) Engaging Students at Bradford (Currant, 2009) What issues do they face? What challenges does this pose for us? How do we respond to differences from the ‘norm’?

11. What about Universities 2.0? Diversity of entry routes Issues of dealing with developing autonomy Older – with additional responsibilities/issues? More local, many with existing established peer groups Earning whilst learning Disengaged learners seeking qualification whilst unsure what University life is about Reduction in places: increased competition

12. Possible Policy Changes? Reduce ‘burden on tax payer’ Strengthen finances of universities Improve the quality of the student experience Example? “Students should be able to study for a degree at any university in England, but attend lectures at their local further education college.” (Willetts, 10 June 2010)

13. What Will This Mean For Us? Significant changes to how we do what we do Increase in part time students? More flexibility? How will we engage diverse learners and support a different learning experience? What do we know about student expectations, experiences and reasons for engaging with University?

14. Why Do Students Leave University? Because they are not engaged Not engaged academically “I am not clever enough” “The course is not what I thought it would be” Not engaged socially “I feel lonely” “I am homesick” “The other students are not friendly”

15. Do we know… What ‘transition’ means to different individuals? What does ‘transition’ mean to you? What have you done to address issues of student transition, expectations and engagement? What impact has this had?

16. Transition Transition is a key issue with regard to the First Year Experience (Tinto, 1987, 1993; Pitkethly & Prosser, 2001; Longden and Yorke, 2008; the STAR project, 2008) Transition starts before students arrive – from the moment they think about applying Transition continues throughout their University lives – between semesters, modules, concepts, years/stages and upon exit

17. Student success Better preparation Fair admissions Flexible progression First steps in HE Student Life Cycle Model Layer et al, 2002

18. Student success Clear expectations Flexible assessment, regular feedback Explicit requirements Support during first year Transitions Life Cycle Model Currant, 2009

19. Why Come to University? Balance of power between intrinsic and extrinsic motivation Why have they decided to come to University at all? What do they expect… of University itself? to do once they leave?

20. Why Are You Here? Because “I have nothing else to do” Because “my parents/siblings told me to come” Because “I don’t want to get a job” Because “I want to study the subject” What impact will this have on engagement? Why are our students here? Why should they stay?

21. HERE Project HERE Project (Higher Education: Retention & Engagement) Collaborative investigation look at two areas of student retention and success. Partners: NTU (lead); Bournemouth; Bradford Two strands Student doubters (first years) Programmes with better than peer rates of retention

22. HERE Project Student doubters (first years) Higher number of students have doubts than leave but what makes them stay? Survey conducted at each partner NTU, Bournemouth & Bradford Programmes with better than peer rates of retention Based on the observations of significant differences in rates of retention between ostensibly similar programmes

23. Student Transition Survey (2008/9)

24. Why do students doubt? Significant numbers of students have doubts but for different reasons: Course related issues Student lifestyle Finances Personal incidents/problems Personal/emotional issues Homesick/missing family and/or friends

25. Why Do Students Stay? Bradford Data

26. Why Do Students Stay?

27. Why Do Students Stay?

28. Why Do Students Stay?

29. HE system Organisational system Academic system Social system Student relations Student engagement & belonging Professional services system Dispositions & capacities May & Thomas, 2010

34. Strategy level: Core Principles

35. Intervention level: Core principles

36. Common Outcomes

37. Why Have I Stayed?

38. The Importance of Friends “Support from family and friends has really helped me” “My determination and the support of friends, family and my personal tutor” “Being here I have received all the help and support I've needed and more, this has made me want to continue and see the degree through to the end!” “Friends and realising the importance of finishing my degree”

40. “The more people you know through other clubs and stuff the more you feel part of the University”

42. What Can We Do? Identify student expectations of University Make explicit institutional requirements Demystify the complex, codified structures Provide holistic induction experience Supportive assessment process Provide early formative assessment Engage with curriculum to inspire learners Define curriculum engagement Academic and Social integration

43. Some areas of focus… Induction, transition and initial engagement Engaging students in University life - building a real, sustainable and workable University community Research into the student experience – listening to the student voice and making changes

45. First Year Experience questionnaire

46. Student experience researchwww.bradford.ac.uk/ developme www.braduni.mobi Meet and chat online

47. If you can only make one change… How often do you smile at people?

48. Smiling helps with… Belonging Building a community Staff morale Student satisfaction Initial impressions Putting a human face on the experience League tables Smiley KPI!

49. Any Questions?!

50. <Thank you!/>