The contribution of pre-entry interventions to student retention and success. A literature synthesis of the Widening Access, Student Retention and Success National Programmes Archive

Gazeley, Louise and Aynsley, Sarah (2012) The contribution of pre-entry interventions to student retention and success. A literature synthesis of the Widening Access, Student Retention and Success National Programmes Archive. Project Report. York: Higher Education Academy, York.

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Abstract

One of the most significant issues to emerge in relation to retention is the number of young people who find the transition to HE difficult and think of leaving, far more than actually do so. As this is often linked to academic factors such as a poor initial choice of course, information, advice and guidance work undertaken at the pre-entry stage has the potential to reduce this risk.
The literature explored in this synthesis highlights the diversity of young people entering HE and the importance of developing cross-phase partnerships so that work to support transition can begin at the pre-entry stage. This is particularly important for disabled students who require early induction into the support that is available.
A number of studies in the archive describe interventions carried out at the pre-entry stage that have eased the social transition to university. These have made use of such things as peer mentoring and social networking sites to engender a sense of „belonging.‟
Although a great deal of work has been undertaken at the pre-entry stage and these interventions have specifically targeted young people belonging to those groups most likely to benefit from a focus on retention and success, further research is needed to evidence the impact of this work.
HEIs need to have in place on-going processes of institutional monitoring that encourage critical self-reflection and develop nuanced understandings of the diversity of the student population, with a view to embedding these understandings in institutional policies and practices.
The current policy interest in fair access and social mobility needs to reflect an awareness of the different routes into HE, with concerns over limited opportunities for progression framed in ways that more fully reflect the diversity of the student population and a wider range of goals and outcomes.

Item Type: Reports and working papers (Project Report)
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education > LC0065 Social aspects of education
L Education > LC Special aspects of education > LC0065 Social aspects of education > LC0165 Higher education and the state
Related URLs:
Depositing User: Michael Davy
Date Deposited: 28 May 2013 11:31
Last Modified: 08 Aug 2013 13:07
URI: http://sro.sussex.ac.uk/id/eprint/45149
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