Findings of a Student Retention Study University of Saskatchewan

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Findings of a Student Retention Study University
of Saskatchewan

• Overview of Findings
• June 12, 2007
• CACUSS 2007 Conference

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Process

• 2003 Universitys Enrolment Plan called for a
  study of retention patterns, degree
  completion, and explanations
• 2004 Planning and consultation
• Winter 2005 Established an Advisory Group that
  identified questions of interest, seconded a
  Computer Analyst to project
• Spring 2005 Narrowing of scope of cohort
  analysis, defining terms, realization of data
  limitations
• Summer 2005 Based on preliminary results
  Identification of student-based studies
• Fall 2005 Hiring Retention Research Coordinator
  Presentations of initial findings
• Winter 2006 Conducting student-based studies
  Regular consultations/check-ins with Advisory
  Group
• Spring/Summer 2006 Final cohort based analysis
• Fall 2006 Interpretation of findings,
  development of presentations
• Winter 2007 Presentations, drafting of final
  report
• Spring 2007 Now.

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Purpose of the Study

• To conduct a cohort-based study of retention,
  attrition, and degree completion rates over the
  past few years
• To better understand the reasons why students
  choose (or are required) to leave the University

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Design

• Cohort-based longitudinal analysis
• What are the rates and patterns of student
  retention, attrition and degree completion at the
  U of S?
• Method Longitudinal cohort-based analysis of
  data held in the Student Information System
• Student-based studies
• What are the underlying reasons for student
  attrition at the U of S and what factors promote
  student success, persistence and degree
  completion?
• Method In-depth interviews, focus groups and
  surveys

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Cohort-based analysisWhat are the rates and
patterns of student retention, attrition and
degree completion at the U of S?

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Defining our Cohorts

• Cohorts of Data
• From 1993 to 2003
• 5 Direct Entry Colleges
• Agriculture and Bioresources
• Arts and Science
• Commerce
• Engineering
• Kinesiology

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Defining our Outcomes

• Retention Outcomes
• Degree completion (received degree)
• Continued registration (current student)
• Internal transfer (transferred to other U of S
  College)
• Attrition Outcomes
• Discontinued registration (academically eligible
  to return)
• Withdrawn registration (in midst of term)
• Required to discontinue (by the institution)

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Overall Retention and Attrition (All 5 Colleges
Combined)
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Year to YearRetention Rates forEach Cohort
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Retention Rate for Each Cohort (After 1 Year)
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Student OutcomesAfter 1 Year
1st Year Attrition 27.5
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Retention Rate for Each Cohort (After 2 Years)
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Retention Rate for Each Cohort (After 3 Years)
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Retention Rate for Each Cohort (After 4-7 Years)
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Retention Rates forEach College
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Overall Retention by College
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Retention Rate for Each College (After 1-3 Years)
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Retention Rate for Each College (After 4-7 Years)
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Degree Completion
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Degree Completion Rate for Each Cohort (After 4-7
Years)
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Overall Degree Completionby College
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Degree Completion Rate for Each College (After
4-7 Years)
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Adjusted Degree Completionby College
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Adjusted Degree Completion by College (Average
1993-1997)
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Defining our Students

• Origin of Student (entering point)
• High school
• Break after high school
• Transferred from other post-secondary institution
• Transferred from other U of S College

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Overall Retention byStudent Origin
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Overall Degree Completionby Student Origin
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Student-based StudiesWhat are the underlying
reasons for student attrition at the U of S and
what factors promote student success,
persistence and degree completion?

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Three Student-based Studies

• Phone survey of early leavers
• Focus groups with current students
• Interviews with RTD students who have returned
  and are succeeding

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Phone Surveyof Early Leavers

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Definition of Early Leavers

• Discontinued registration
• Students who completed a term(s) and were
  academically eligible to return but did not
  register
• Withdrawn registration
• Students who withdrew registration in the midst
  of a term

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Characteristics of Voluntary Leavers

• Withdrawn Registration Female 55 Male 45
• Discontinued Registration Female 64 Male 36
• 23-24 years of age
• School of matriculation
• Urban 53
• Rural 31
• Out of Province 12
• Admission average 77-78
• GPA is about 61-64

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Reasons for attending university and choosingthe
U of S

• Main reason for attending university
• 1. Prepare for a specific job/career 36.0
• 2. General education 24.5
• 3. Get a good job 18.9
• Main reason for choosing the U of S
• 1. Close to family 76.0
• 2. Program availability 8.6
• 3. Reputation 6.2

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Did early leavers intendto pursue a degree?
Majority of early leavers intended to pursue a
degree at the U of S.
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How sure were early leaversabout what area/major
they wanted to pursue?
70.4 of early leavers were not at all sure or
only somewhat sure of what area/major they
wanted to pursue at the U of S.
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How prepared did earlyleavers feel when they
enrolled at the U of S?

• 71 felt unprepared for at least one of the
  following

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What influenced early leavers decision to leave?
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What services do early leavers access while at
the U of S?
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Where do early leavers go?

• 48 have attended or are now attending another
  post-secondary institution

• Majority of early leavers stay in SK (67)
• Majority attend college (63)

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What institutions dothey attend?

• SIAST 31.3
• University of Regina 16.6
• A University in Alberta 6.1
• U of Alberta
• U of Calgary
• U of Lethbridge
  
• University of Manitoba 1.8

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Likelihood of Returning tothe U of S in the Next
Year
Majority of early leavers are not at all likely
to return to the U of S in the next year.
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Focus GroupsWith Current U of S Students

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What are the key challenges you have faced in
your studies at the U of S?

• All Students
• Challenges involving professors
• Adjustment from high school to university
  (expectations)
• Academic skill development
• Aboriginal Students
• Feeling marginalized
• Financial issues
• Balancing school with other responsibilities

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InterviewsRTD students who have returned and
are succeeding

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RTD students reported a common path to attrition

• Began in first year
• Lack of a goal ? low investment in time/effort ?
  poor study habits ? poor performance ? academic
  failure

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RTD students reported a common path to a
successful return

• Identifying an academic/career goal
• Making a conscious commitment to getting a degree

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Next Steps

• Benchmark data exists for comparison purposes
• Proceduralization of the collection of
  retention and attrition data within the
  University
• Follow up studies may be pursued
• Strategic development of structures, services,
  and programs that foster and promote retention

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Recommendations

• Understand retention as a vital component of
  effective enrollment management, setting targets
  for improved retention as well as for attracting
  voluntary leavers back
• Take an intentional, comprehensive, and
  institution-wide approach to enhancing the first
  year experience

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Recommendations

• Create spaces, services and systems that allow
  students to connect with other students and that
  allow students to interact with faculty
• Adopt proven models (e.g., Learning Communities)
  and develop our own models (e.g., University Life
  101) to better engage students and assist in
  transition

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Recommendations

• The quality of teaching is of prime importance to
  students. The recommendations of the forthcoming
  Teaching and Learning Foundational document
  should be implemented.
• Increase the availability and quality of
  integrated academic-career advising services on
  our campus. Advising for students who are
  undecided or interested in changing colleges
  should be made available to a greater degree.

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Recommendations

• Change structures and systems to facilitate
  decision-making and intentionality among students
• Identify students who are at greater risk for
  attrition early and improve and develop services
  to meet their needs
• Conduct future research that uses these findings
  as benchmark data.

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Thank you