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Vocational and Work-Based Learner Retention: A Regional Picture Amelia Rout (LLN Research Officer) David Round (LLN IAG & Student Support Coordinator) Chris Brownless(Consultant). Background. A Regional Study LLN – Staffordshire, Stoke-on-Trent, Shropshire, Telford & Wrekin 4 HEIs

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Background

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  1. Vocational and Work-Based Learner Retention:A Regional Picture Amelia Rout (LLN Research Officer)David Round (LLN IAG & Student Support Coordinator)Chris Brownless(Consultant)

  2. Background A Regional Study • LLN – Staffordshire, Stoke-on-Trent, Shropshire, Telford & Wrekin • 4 HEIs • Earlier Studies – HEPI • Aims of the Study • Quantitative & Qualitative approaches

  3. Background Quantitative Approach • HESA (commissioned data) linked to other databases e.g. IMD, Polar • Limitations • Not a genuine COHORT analysis • Limitations of ‘Reasons for Leaving ’ data • Limitations of ‘Highest Qualification on Entry’ data • Defining ‘Vocational’ Entrants =VCE only + BTEC OND/C + GNVQ/NVQ + AMA • Comparison with ‘A level only’ entrants `

  4. Background Quantitative Approach Data Used • 2005/6 to 2007/8 • Awards: FD, HND/C , UG (degree) • Full-time: FT + Sandwich

  5. Profile of Traditional & Vocational Students

  6. Profile of Traditional & Vocational Students

  7. Retention- Academic Withdrawal FT Year 1

  8. Gap - a closer look Academic Withdrawal FT Year 1

  9. Academic Withdrawal - FT Year 1

  10. Academic Withdrawal - FT Year 1

  11. Personal & Financial Reasons for Leaving FT Year 1

  12. Achievement – Full-time

  13. Part-time – Academic Withdrawal

  14. Part-time – Achievement

  15. Qualitative Research • Aimed to build on the quantitative findings. • Ethical approval and access arrangement were put in place. • 55 participants were involved in focus groups and interviews. • We also received seventeen questionnaires from withdrawn learners. • The quantitative data were analysed using descriptive statistics. • Qualitative data were thematically analysed in order to identify the common themes.

  16. Results • The thematic analysis of the interview data resulted in seven main themes each of which also had a number of sub themes: • Differences and Similarities between Groups • Motivation to Enrol • IAG Accessed Before the Course • IAG Accessed During the Course • Study Skills • Withdrawal • Solutions • Despite the small response rate results from the questionnaires mirrored the results from the interviews/focus groups.

  17. Recommendations • The project has resulted in a number of solutions which may help reduce improve HE retention: • Relevant IAG before starting the course • Relevant IAG during the course • Study Skills • Flexible Delivery • Respond to the Cultural Change from FE to HE • Self-Confidence • Manage Expectations • Be Responsive

  18. Conclusions • Work closely with colleges and universities to raise awareness of the successful performance of vocational and work-based entrants. • Link with student service and teaching and learning support networks and offer funding to improve the improve the visibility of IAG. • Fund staff development to respond to manage learner expectations and the cultural change from FE to HE.

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