Higher education: Remedies for low regional retention rates

Research helps to explain poor completion rates among low-SES students at regional universities.

Just what is in store in terms of higher education reform in the upcoming budget is a mystery. But Education Minister Simon Birmingham has hinted more than once at some form of performance funding, possibly related to completion rates. The assumption seems to be that attrition is within control of universities. To some extent this is correct.

However, recent research funded by the federal government may be helpful in shedding light on what helps students to stay on and complete their qualifications. This research sought to determine the main factors that contributed to retention and completion at regional universities for students from low socioeconomic status backgrounds.

The research shows these students often have complex lives and competing priorities. Many of them are mature aged and parents. They must balance academic study with other responsibilities, which often include paid employment.

Many are also the first in their family to attend university. This means there is a lack of familiarity with the peculiarities of university life and expectations of them as students, and an absence of university-specific cultural and academic capital in their families on which they can draw.

Many experience significant financial pressure. The costs of study materials and travel to university on top of the usual living expenses, including supporting a family in some cases, often while on a reduced income, may entail difficult choices about their priorities that other students do not have to make.

In this context, the eight factors that help low-SES students studying at regional universities to succeed are:

● Resilience. Students’ attitude, motivation, determination and resilience help them succeed at university despite the challenges and obstacles they face.

● Relatives. Where family support is available, whether through psychological or emotional encouragement, financial support or in-kind assistance, it contributes to student success at university.

● Revenue. The findings show financial assistance, support and stability, including through income support and scholarships, are critical to these students’ chances of retention, success and completion.

● Reliable technology. Some regional students cannot afford an internet connection and others have unreliable or no internet connections available at home. This means the benefits of being able to study online and interact with staff and fellow students are not uniformly available to regional students, and this affects their chances of success.

● Respect. Existing practices at universities that respect the realities of students’ complex lives, such as exercising flexibility, including through using technology and promoting the existing support services, have positive influences on students’ outcomes.

● Relationships. Early engagement with students and approachable staff is crucial to connectedness with the university, its staff and fellow students, and encourages them to persist. Technology is an important tool for facilitating such connectedness.

● Reality checks. Many regional low-SES students who are the first in their family to attend university have gaps in their understanding of what is expected of them as a student. Building students’ capacity for success and their confidence, including through making explicit what is expected of them, are key to assisting students to succeed.

● Really good teaching. An inclusive, engaged approach to learning and teaching that takes into account individual learning needs, thoughtfully and intelligently designs assessments, ensures expectations are understood, scaffolds learning and en­gages students in interactive exchanges helps students to succeed.

None of these eight factors was found to be a magic bullet for university completion for regional students, many of whom are not within the influence of the university. It is also possible some of these factors are not exclusively helpful to low-SES students or those at regional universities, and may be usefully explored in relation to the wider retention and completion rates of many university students.

Marcia Devlin is deputy vice-chancellor (learning and quality) and Jade McKay is a research fellow at Federation University Australia.