Retention in the UK is about students remaining in one FE or HE institution and completing their studies within a specific timeframe. Within the role of an educator, it has come to my attention that the effects of retention are very important. With retention having an effect on the course, funding, recruitment and other areas, I felt the need to explore this further and gain a greater understanding.
The two main areas of concern regarding student retention are educational and personal progress and college and personal finance. In discussion with Brook (2014) we now live in a society where academic achievement is more important and where a college or university qualification is no longer something only the most academically gifted are able to achieve. Many jobs which previously would have been open to less qualified candidates now require a college or university degree. Students who fail to meet the needs of their course find it difficult to move to another area of study and without achieving their qualification are left with a personal financial shortfall. They owe money to the institutions; often the government, who have loaned them the money to continue with their studies, but without a qualification which will allow them to move into a job role which enables them to pay off their loan.
The institution that I am at intends to maximize successful retention and increase the number of students gaining Upper Seconds and First class honours degrees. College, B. (2014, online) explains that the overall undergraduate retention rate for the institute is around 75% for each student cohort. The students that do not complete the course tend on the whole to leave in their first year.
Throughout my placement, the students personal issues related to retention is seen as confidential and dealt by HE services. Whilst teaching Fashion Design the material that is available to me is the local data (attached as a file) that has been collected by the Course Tutor since the course was written. This local data includes the retention rate from levels 4 – level 6. This is recorded in the Annual report that is written and sent to the awarding bodies in evidence of progression. In discussion with Loftus (2014) the data that is collected indicates progression and the retaining of the students with a successful pass rate. The success rate of the students has a positive impact on the running of the course. If the retention rate does not meet the benchmark then the Fashion Design course will be closed.
The retention report includes a student profile by detailing the ethnic background. With Bradford being a diverse city there are many students from a different background. The majority of students are from an Asian background. Different cultures mean different situations. Bradford.gov.uk (2014) indicates that the population of Bradford is ethnically diverse. The largest proportion of the district’s population (63.9%) identifies themselves as White British. The district has the largest proportion of people of Pakistani ethnic origin (20.3%) in England. However, over the years, the Fashion Design course that I teach on recruits more students from a different ethnic background rather than White British. This has an effect on the number of students which complete the course and the number of students who progress to further study or to work in industry. Whilst many of the White British students go onto find work, many of the Pakistani Asian students; the majority of whom are female, leave the course and pursue traditional roles as women within their family. From the period 2012-15 28% of students studying the BA (HONS) Fashion Design did not complete the course Loftus (2014). This is less than the 86% average retention rate of the institution and is an area of concern as it may result in the course being closed if continued. The School of Arts and Media have a success rate of 93% overall which is considered outstanding. Although the data is confidential, the overall report explains that all of the students left the course for personal, medical and health reasons and not because of dissatisfaction with the course.
In the role of an educator it is my responsibility to keep up to date with retention. The government use Quality Assurance Agency (QAA) data as evidence to monitor the retention and the institute is also using Quantity data. Student feedback allows me to reflect as an educator and to continue on the path of becoming competent in my role. By monitoring the data this allows me to ensure that the needs of the students are met as well as the institute.
Reference
Bradford.gov.uk, (2014). Bradford Metropolitan District Council | Your Community | Population. [online] Available at: http://www.bradford.gov.uk/bmdc/community_and_living/population [Accessed 6 Dec. 2014].
College, B. (2014). Bradford College Access Agreement. [PDF] Bradford: Bradford College, p.2. Available at: http://www.offa.org.uk/agreements/AA_L108311%20Bradford%20College%201213.pdf. [Accessed 8 Dec. 2014].
Brook, P. (2014). A Mentor’s Discussion on Retention.
Loftus, A. (2014). A Course Tutor Discussion on Retention.
Seidman, A. (2012). College Student Retention: Formula for Student Success. 2nd ed. Maryland: Rowman & Littlefield, p.2.
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