Priorities and challenges for

institutional change What Works? Student

retention and success

change programme

AUA Managing Change in Higher Education, 1 July

2016

Gill Molyneaux, Executive Policy Officer

• Context

• Challenges & priorities

• Evaluation & impact

• Discussion points

Content

• 19,000 students

• 78% undergraduates

• 54% female, 46% male

• 68% white, 26% BAME

• 14% disability

UoS UG student context

• 42% mature

• 20% LPN

• 20% parental experience of HE

• 33% A level, 76% non-A level /

vocational

• 24% clearing

UoS UG student context

Performance indicator 2009/10

performance

2009/10

benchmark

Average non-continuation

England

8.4% N/A

Salford non-continuation 14.3% 11.2%

Young FT, 1st degree 13.3% 10.1%

Young FT, 1st degree LPN 14.8% 12.2%

Young FT, 1st degree, ON 12.8% 9.6%

Mature FT, 1st degree 16.1% 13.3%

The case for change

Source: HESA

The case for change

• What Works? phase 1 (2008-11)

• Belonging and engagement

• Mainstream activities in academic

sphere

• Meaningful relationships

What Works phase 2 (2012/13 –

2014/15

• 13 HE providers

• Test phase 1 findings

• Institutional change

• Discipline interventions

• Aeronautical Engineering – peer mentoring

• Music & Performance – personal tutoring

• Sports Science – extended induction

This is an example of a picture

slide, impact statement to go

here. This is an example of a

picture slide.

Challenge

• Internal change

• Loss of senior champion

• Quantity of change

Challenges

• Revision of plans

• Focus on explicit discipline links

• New modus operandi

• Adversity aided team building

Response

• Difficulty at institutional level

• …and also within the disciplines

• BUT, positive when students

identify with the rationale

Engaging students

Impact & Evaluation

What Works? evaluation methodology

What Works? standard survey tool: Belonging,

Engagement & Self-confidence

1. Activities delivered

2. Attitudes/ behaviour changed

3. Students engaged and

‘belong’

4. Improved retention &

success

• Disciplinary impact across UoS

• Catalyst for change - priorities – ‘Wrapping’ the experience around our students

– Segmentation of the student journey

• How do you measure cultural

change?

Impact & Evaluation

Learning points

Learning point 1

Learning point 2

Learning point 3

Thank you

g.molyneaux@salford.ac.uk

1. Do any of the themes or points

resonate with your experience of

change?

2. What are the similarities and

differences between UoS and

your own institution’s experience

of change?

Discussion

3. Can you share examples of

effective planning for change?

4. How can we effectively

demonstrate cultural and less

tangible impact?

Discussion