Northampton Electronic Collection of Theses and Research

Improving student retention through enhanced academic and pastoral support: A Case Study

Sharp, E., Wray, R. and Maxwell, R. (2020) Improving student retention through enhanced academic and pastoral support: A Case Study. Innovative Practice in Higher Education. 4(1), pp. 39-56. 2044-3315.

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Sharp_etal_IPIHE_2020_Innovative_practice_in_higher_education_2019_Improving_student_retention_through_enhanced_academic_and_pastoral_support_A_Case_Study.pdf - Published Version
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Abstract:
This case study presents an innovative approach to student retention. The Integrated Learner Support model brings together professional support services and programme-focused academic support to deliver ‘the team around the student’. A redesign of the University of Northampton’s Personal Tutoring system has sought to foster a sense of care and belonging; embedding this support within curricula with triage to the wider team. These developments have been informed by best practice from the University’s Faculty of Health and Society where two senior nursing lecturers have developed an additional level of student support. Initiated originally by the Subject Lead for Nursing, these roles provide emotional and pragmatic interventions to the needs of individual nursing students as they progress through their programme. Informal feedback and retention statistics suggest that in the face of rising mental health issues in the national student population, this kind of face-to-face, caring and timely support is of clear value.
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/good_health_and_well_being
Creators:
Sharp, E., Wray, R. and Maxwell, R.
Faculties, Divisions and Institutes:
Faculties > Faculty of Health & Society > Nursing
Research Institutes > Institute of Learning & Teaching
Date:
9 April 2020
Date Type:
Publication
Page Range:
pp. 39-56
Journal or Publication Title:
Innovative Practice in Higher Education
Volume:
4
Number:
1
Number of Pages:
18
Language:
English
ISSN:
2044-3315
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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