Understanding student withdrawal in L801 (Phase 2)

L801 is the first module in the MA in Translation, a postgraduate qualification comprising three 60 credit modules with exit qualifications after L801 (PG Cert) and L802 (PG Dip).  

Completion and pass rates improved substantially from first (17B) to second (18B) presentations of L801 (73.2% to 77.4% and 70.1% to 74.2%, respectively) and fell sharply for the 19B presentation (to 64% and 60%).  

This meant that a substantial proportion of those who register on L801 did not complete the module, and therefore did not progress to L802 and the rest of the qualification.  

Reasons for this were investigated through a quantitative data analysis in Phase 1 of the project during 2019-20 (see report in the Scholarship Exchange). This increased our understanding of retention and progression in L801 and resulted in the following recommendations:  

University systems  

• Provide better access to postgraduate data at institutional and qualification level.  
• Add a withdrawal survey to taught postgraduate modules to capture reasons for drop-out.  

Presentation 

1. Identify early intersections of vulnerability to target those students for more proactive tutor support at key points in the module.  
2. Develop and embed a protocol of early proactive contact to support students who are in vulnerable categories (BAME, caregivers, disability, assessment banking, low PEQ, women), targeting the highest drop-out points in the calendar (before TMA 01, before EMA and, to a lesser extent, between TMA 01 and 02).  
3. Further increase guidance and support around the EMA: consider whether a 1-2-1 with the tutor could be added during EMA preparation period.  
4. Develop and embed a protocol for supporting assessment banking students when they leave and when they return.  
5. Refine and embed the protocol for supporting students whose first language is not English and require additional help with academic English.  
6. Manage expectations regarding use of technology: highlight requirement to work with translation tools in module information.   
7. Manage perceptions about extensions: reword information in the assessment guide to encourage students who need an extension to request it.  
8. Manage perceptions about lack of tutorials: treat module team-led surgeries as tutorials so that they show in StudentHome.  
9. Consider adding to our website profiles of students from a range of groups demonstrating past successes, overcoming disadvantage and accessing support. 
10. Revise recruitment information and process with SST to ensure all applications from students with non-standards entry qualifications, especially those who do not have a first degree, are referred to the module team. 

The second phase of the project, during the 22B presentation, seeks to set up processes for early identification of at-risk students and, in collaboration with the current L801 ALs, develop and trial protocols of proactive contact to further support those students. Proactive contact with students, in particular phone calls, has been shown to lead to increased retention (Simpson, 2006; Open University, 2007; Higginson, 2015).