• Student drop-out: an investigation into reasons for students leaving Bioscience programmes in one new university, over a period of five years.

      Allan, Joanna; Bentley, Hilary (Stafford: Staffordshire University, 2006)
      The impetus for supporting the development of students’ learning in higher education (HE) comes as a result of the impact of a range of factors affecting the profile of undergraduate students world-wide. In the UK, the widening participation agenda is a key driver that is predicated on the premise that ‘we cannot afford to waste talent simply because of a reluctance to foster it’ (HEFCE, 2006: 9). In seeking to address the discrepancies in the participation rates between different social classes, universities in the UK are offering fair access to HE to disabled students, mature students and men and women from all ethnic backgrounds. Modern universities (founded post- 1992) especially have found that large numbers of students now come from non-traditional backgrounds, and that there are difficulties associated with supporting and fostering learning where students’ prior educational experiences are very varied (Bamber and Tett, 2000; McInnis, 2001; Zeegers and Martin, 2001). There is little value for HE institutions in attracting students on to courses if they subsequently drop out of their studies, but the factors influencing attrition rates are both wide-ranging and complex.
    • What are the factors which contribute to level one social work students failing to progress or achieving low grades?

      Lees, Kate (University of Wolverhampton, 2007)
      This study is a preliminary review of the possible reasons for low achievement among some level one social work undergraduates. These may be viewed as challenges to the individual, attempting to study in a particular social context, or as challenges to the institution in raising achievement and accommodating differing needs. Much of the literature is concerned with the experiences of students from particular social groups. In some studies, these concerns are integrated with the identification of individual strategies for success and/or institutional practices which foster or inhibit achievement.
    • Why do so many non-traditional entrants fail to complete their first year successfully? Are we failing our students?

      Gollins, Jill (University of Wolverhampton, 2005)
      Discusses causes of poor retention rates for non-traditional students during their first year at university. Causes highlighted include academic, financial and personal reasons. Author suggests a number of ways to increase the retention rate for this class of students.