Student Retention Strategies [Wiley University Services, August 2022]

Title:

Student Retention Strategies

 

Published:

Wiley University Services, 15 August 2022

https://universityservices.wiley.com/student-retention-strategies/

 

From the article:

 According to the National Student Clearinghouse, the retention rate for public, four-year institutions in higher education is 76.3%. That means about 1 in 4 students left their school to study elsewhere — or nowhere at all.  

 

Of course, numbers tell only part of the story. When you work with students directly, they will have unique strengths that can help them persist in online programs. By identifying and unlocking those strengths, you can put more students on track to graduation.

 

What medical students think about measurement of their wellbeing and the implications for pastoral support: cross sectional survey and qualitative interviews [Preprint - medRxiv, August 2021]

Title:

What medical students think about measurement of their wellbeing and the implications for pastoral support: cross sectional survey and qualitative interviews  

 

Authors:

G Simons, R Effah & DS Baldwin

 

Published:

medRxiv, 28 August 2021

https://www.medrxiv.org/content/10.1101/2021.08.24.21262526v1

[This article is a preprint and has not been peer-reviewed.]

 

Abstract:

Objectives 

To find out how, why and when medical students think wellbeing should be measured.  

 

Design 

A mixed methods study comprising a cross-sectional online survey (November 2020-March 2021) and semi-structured on-line interviews. Views on the frequency of availability for measurement, the format, type and purpose of measurement, and with whom wellbeing should be discussed were measured. When an outcome was scored 7-9 on a 9-point Likert scale of agreement by ≥75% of participants it was considered critical, in line with COMET and GRADE processes for rating recommendations. Inductive thematic analysis was undertaken on the interview transcripts by two independent researchers.  

 

Setting 

All Medicine programmes at University of Southampton.  

 

Participants 

Medical students from all years took part in the survey (n=118) and interviews (n=16).  

 

Results 

Participant demographics were similar to national medical student demographics. Most participants (94%) felt able to give 5 minutes to measure their wellbeing at least once a month. No single format of measurement was rated critical. Research, governance and individual feedback all reached the 75% threshold for the purpose being considered critically important. Only subjective assessments undertaken by the individual in real-time were rated as critically important (78.1%) measurement tools. Students selected that they would discuss their wellbeing with other medical students (n=87) nearly as often as they selected a member of the Faculty (n=104). Top determinants of wellbeing picked by medical students were energy, ability to do activities of daily living, and negative feelings. Five interview themes further explained these findings.  

 

Conclusions 

Five recommendations about self-care teaching, quality-assured pastoral and peer support, proactive wellbeing check-ins and demographic data are discussed in light of these findings. Methods to achieve them are suggested, which are medical student-centred, and which make use of existing resources.

 

Overcoming the Feeling Isolation in Distance Learning: A Collaborative Auto-ethnographic Research [Scholarly Article - FDLA Journal, 2020]

Title:

Overcoming the Feeling Isolation in Distance Learning: A Collaborative Auto-ethnographic Research

 

Authors:

Núñez, Jayrome Lleva &Cuisia-Villanueva, Marie Camille 

[Both from the University of the Philippines - Open University]

 

Published:

FDLA Journal, Volume 5, Article 7 (2020)

https://nsuworks.nova.edu/fdla-journal/vol5/iss1/7/

 

Abstract:

In this research, we present our own experience as distance education (DE) learners the process of overcoming the feelings of alienation and isolation. The participants of the study are the authors, themselves, which are graduate students from the University of the Philippines – Open University. Thus, auto-ethnography is used. Autoethnography is an approach to research and writing that seeks to describe and systematically analyze (graphy) personal experience (auto) in order to understand cultural experience (ethno) (Ellis, Adams, & Bochner, 2010). This research is significant because we, the authors ourselves, are distance learners and have experienced isolation in our journey. This study will help educators and administrators plan in order to provide suitable student and academic services through distance education.

Higher Education Policy Institute (HEPI) - More questions than answers: How can we effectively support the careers and employability of research staff and students?

Title:
More questions than answers: How can we effectively support the careers and employability of research staff and students?

Author:
Gabi Binnie

Published:
Higher Education Policy Institute (HEPI), 16 July 2020
https://www.hepi.ac.uk/2020/07/16/more-questions-than-answers-how-can-we-effectively-support-the-careers-and-employability-of-research-staff-and-students/

From the blog post:
There is a clear difference between PhD students’ career ambitions and their career outcomes. Bethan Cornell’s policy note PhD students and their careers suggests that research (PhD) students have a clear preference for pursuing a career in academic research, yet 70 per cent had left academia after three and a half years. There is, therefore, a need for careers and employability support to help researchers understand and access careers outside academia. Indeed, the Concordat on the Development of Researchers stated that institutions must ‘ensure that researchers have access to professional advice on career management, across a breadth of careers’. Yet only 31 per cent of postgraduate research (PhD) students surveyed in the 2019 Postgraduate Research Experience Survey (PRES) reported receiving advice on their career options.

Inside HigherED, 26 May 2020 - Graduate Pathways in a Pandemic

Title:
Graduate Pathways in a Pandemic

Author:
Robert Alford

Published:
Inside HigherED, 26 May 2020 
https://www.insidehighered.com/advice/2020/05/26/how-senior-academics-can-help-phds-find-more-jobs-outside-higher-ed-light-pandemic

From the article:
Given that academe promises to have more limited opportunities in the coming months, Robert Alford suggests ways advisers can help Ph.D.s pursue a variety of professions beyond it.

Higher Education Policy Institute (HEPI) Blog - The wider student experience and supporting community in lockdown

Title:
The wider student experience and supporting community in lockdown

Author:
Bethan Cornell

Published:
Higher Education Policy Institute (HEPI) Blog, 20 May 2020
https://www.hepi.ac.uk/2020/05/20/the-wider-student-experience-and-supporting-community-in-lock-down/

From the blog post:
"In this blog, Bethan Cornell, a Physics PhD Student at King’s College London who is undertaking an internship at HEPI, explores some of the best practice by universities in continuing to deliver the wider student experience under lockdown."

Scholarly Article (January 2020) - The effectiveness of e-tutoring in an open and distance e-learning environment: evidence from the University of South Africa (Unisa)

Title:
The effectiveness of e-tutoring in an open and distance e-learning environment: evidence from the University of South Africa

Authors:
Suné Maré & Ashley Teedzwi Mutezo

Published:
Open Learning: The Journal of Open, Distance and e-Learning. Published online: 23 January 2020
doi: https://doi.org/10.1080/02680513.2020.1717941

From the abstract:
"Unisa has embraced the use of online learning and e-tutoring as a new approach to teaching and learning in an ODeL environment. According to the Community of Inquiry Theory, a learning community is important to enhance the social, cognitive and teaching presences for online learning to achieve student success. Online e-tutor and student interaction could provide a learning community environment that reduces the feeling of isolation and may improve student performance at an ODeL institution. The aim of the study is to determine the effectiveness of e-tutoring with regard to student performance in the Department of Finance, Risk Management and Banking in order to enhance student success. Two groups of students were tested; those who participated on e-tutor sites and those who did not and data for five modules were collected."