Personalised outreach to students on leave of absence to reduce attrition risk

Abstract

Taking a leave of absence (LoA) has been identified as an important precursor and risk factor for attrition for many university students. This study describes a proactive outreach intervention to students on LoA through the lens of Tinto's theory of student integration. Historical trends in the university of interest indicate just under 9% of students took a LoA between 2013 and 2018. Outreach reduced risk of attrition by approximately 9%. This proportion was maintained after controlling for equity and demographic factors, prior academic achievement and discipline of study (risk reduction approximately 8%). To our knowledge, this study is the first to describe these data and link them to theoretical models, proposing the importance of a transition pedagogy or re-integration model for students returning from LoA. Significantly, this research highlights the importance of social integration and assistance in overcoming problems with academic integration and external commitments, to students from all backgrounds.

Student transition into higher education: Time for a rethink within the subject of sport and exercise science?

“…Whilst it remains unclear when a student fully transitions into HE, a key tenant of Tinto's model of social integration is that whilst not experienced equally by all students, transition occurs throughout their first year of study (Naylor et al, 2021); Nicholson's transition cycle (1990) proposes that the adjustment stage lasts throughout the first year with stabilisation occurring after the first year (Purnell, 2002). Other perspectives contend that students may not have fully transitioned in their second year (or even third) year of study (e.g., Gale and Parker, 2014).…”

“…Both Tinto's model of social integration (1975) and Nicholson's transition cycle (1990) provide a valuable theoretical foundation with which to conceptualise student transition into HE. According to Tinto's model, students become socially integrated through meaningful social interactions, the development of relationships with like-minded peers, teachers and university staff, and engaging with extra-curricular activities (Naylor et al, 2021). The model describes how the initial commitment a student demonstrates to their program and institution is influenced by a number of individual characteristics (e.g., family background, personal attributes, previous academic performance and family encouragement).…”

“…Students who demonstrate delayed or minimal commitment, limit their integration and subsequently increase their risk of drop out (Hadjar et al, 2022). It is only through academic performance and academically purposive interactions between peers and teachers that they [the students] also becomes academically integrated (Naylor et al, 2021).…”

Student Transition in Higher Education in Western Counties Revisited: Addressing and Mediating Challenges, A Holistic Approach

“…Individual qualities, as described, impact individual commitment which will influence the next phases. Social integration will come as a result of meaningful interactions with peers, lecturers and staff, even participating in extracurricular activities (Naylor et al, 2021). This is conducive to commitment, which if minimal, the integration will be limited, too, increasing the drop-out risk (Hdjar et al, 2022).…”