Supplementary memorandum submitted by
the National Audit Office
Q22 (Mr Richard Bacon): Institutions' continuation
rates and benchmarks (Figure 29) ranked by continuation rate in
2004-05
| Institution |
Continuation rate 2004-05 (%) | Benchmark 2004-05 (%)
| Change in continuation rate (2001-02 to 2004-05) (% points)
|
| St George's Hospital Medical School | 98.8
| 95.0 | 1.3 |
| University of Oxford | 98.6 |
97.3 | -0.1 |
| Royal Veterinary College | 98.5
| 97.0 | -0.2 |
| University of Warwick | 97.8
| 96.3 | 1.0 |
| University of Bristol | 97.3
| 96.5 | 0.3 |
| University of Durham | 96.9 |
96.4 | -1.1 |
| University of Nottingham | 96.8
| 96.1 | -1.3 |
| University of Sheffield | 96.7
| 95.3 | -0.3 |
| University of York | 96.7 |
96.0 | 1.0 |
| University of Bath | 96.6 |
95.7 | -1.1 |
| University of Exeter | 96.6 |
94.2 | -0.7 |
| University of Newcastle upon Tyne | 96.2
| 95.0 | 1.3 |
| University of East Anglia | 96.0
| 93.6 | 5.0 |
| Conservatoire for Dance and Drama2 | 95.8
| 89.8 | 8.7 |
| Loughborough University | 95.6
| 93.6 | -0.4 |
| University of Manchester2 | 95.6
| 94.8 | 1.1 |
| School of Pharmacy | 95.6 |
94.1 | -1.9 |
| Harper Adams University College | 95.4
| 90.9 | 11.7 |
| Imperial College London | 95.4
| 96.7 | -0.9 |
| King's College London | 95.3
| 94.7 | 0.9 |
| Royal Northern College of Music | 95.3
| 88.2 | 5.3 |
| Lancaster University | 95.0 |
94.4 | -0.3 |
| University College London | 95.0
| 95.1 | -0.4 |
| University of Liverpool | 94.9
| 94.3 | 2.4 |
| Wimbledon College of Art | 94.9
| 92.1 | 3.7 |
| University of Southampton | 94.7
| 94.2 | -0.1 |
| Central School of Speech and Drama | 94.6
| 91.4 | -1.4 |
| London School of Economics and Political Science
| 94.5 | 96.5 | -0.3
|
| University of Chichester | 94.4
| 90.0 | 6.5 |
| St Mary's University College (Twickenham) |
94.4 | 89.8 | 3.6 |
| Royal Holloway, University of London | 94.3
| 93.9 | -1.5 |
| University of Reading | 94.2
| 94.0 | 1.0 |
| Keele University | 94.1 |
93.1 | -2.8 |
| University of Birmingham | 94.0
| 94.9 | -0.1 |
| Royal Academy of Music | 94.0
| 93.7 | 5.3 |
| University of Leeds | 93.7 |
94.7 | -1.4 |
| University of Leicester | 93.7
| 94.2 | 1.1 |
| Norwich School of Art & Design | 93.7
| 89.2 | 1.6 |
| Arts Institute at Bournemouth | 93.6
| 89.8 | 2.7 |
| Royal College of Music | 93.6
| 88.0 | -3.0 |
| University of Surrey | 93.6 |
92.4 | 0.6 |
| University College Falmouth | 93.5
| 90.8 | 1.4 |
| Aston University | 93.1 |
93.0 | -1.6 |
| Courtauld Institute of Art | 93.0
| 96.4 | Not applicable
|
| Nottingham Trent University | 93.0
| 91.7 | -0.1 |
| University of Kent | 92.9 |
91.3 | 0.5 |
| Trinity Laban | 92.9 | 88.1
| 4.5 |
| Brunel University | 92.7 |
90.9 | -0.6 |
| University of Gloucestershire | 92.6
| 89.3 | 4.7 |
| University of Winchester | 92.6
| 90.7 | -0.7 |
| Bishop Grosseteste University College, Lincoln
| 92.4 | 92.5 | -1.4
|
| University of Brighton | 92.4
| 90.6 | 1.6 |
| Queen Mary, University of London | 92.4
| 93.1 | 1.1 |
| Royal Agricultural College | 92.3
| 91.4 | -2.6 |
| Sheffield Hallam University | 92.3
| 90.5 | 1.1 |
| Oxford Brookes University | 92.1
| 91.2 | 1.3 |
| Ravensbourne College of Design and Communication
| 92.1 | 89.6 | 6.1
|
| University of Hull | 92.0 |
92.7 | -0.1 |
| University of Plymouth | 91.7
| 88.3 | -1.1 |
| University of Portsmouth | 91.7
| 89.3 | 1.4 |
| University of Sussex | 91.6 |
92.9 | 0.9 |
| Bath Spa University | 91.4 |
90.6 | 0.9 |
| Leeds Metropolitan University | 91.3
| 89.1 | 0.4 |
| Kingston University | 91.2 |
89.3 | 0.6 |
| University of the Arts London | 91.1
| 91.8 | -1.5 |
| University of Hertfordshire | 91.1
| 89.3 | 0.8 |
| Bournemouth University | 91.0
| 90.3 | -0.4 |
| Canterbury Christ Church University | 91.0
| 90.0 | 0.9 |
| University of Lincoln | 91.0
| 90.3 | 4.4 |
| Newman College of Higher Education | 90.9
| 89.3 | -3.0 |
| University College for the Creative Arts2 |
90.9 | 90.7 | 0.5 |
| Cumbria Institute of the Arts | 90.8
| 89.9 | 0.8 |
| University of Teesside | 90.8
| 88.1 | 1.1 |
| Dartington College of Arts | 90.7
| 90.3 | 3.0 |
| York St John University | 90.7
| 90.9 | 0.9 |
| De Montfort University | 90.6
| 90.0 | 0.2 |
| Trinity & All Saints | 90.6
| 90.4 | -1.8 |
| Birmingham College of Food, Tourism and Creative Studies
| 90.5 | 88.4 | Not applicable
|
| University of Central England in Birmingham
| 90.0 | 88.9 | -1.2
|
| School of Oriental and African Studies |
90.0 | 92.1 | 5.2 |
| University of the West of England, Bristol |
90.0 | 90.5 | 1.1 |
| University of Northumbria at Newcastle |
89.9 | 90.2 | -1.7
|
| University of Bradford | 89.8
| 89.7 | 0.8 |
| Southampton Solent University | 89.7
| 88.1 | 0.9 |
| Buckinghamshire Chilterns University College
| 89.6 | 88.0 | 0.2
|
| Rose Bruford College | 89.5 |
90.9 | -5.8 |
| University of Greenwich | 89.4
| 87.6 | 3.0 |
| Goldsmiths College, University of London |
89.3 | 90.3 | -2.6
|
| Edge Hill University | 89.2 |
89.4 | 2.8 |
| University of Essex | 89.1 |
91.9 | -0.7 |
| College of St Mark & St John | 89.1
| 89.0 | -2.9 |
| City University, London | 88.8
| 89.8 | -2.5 |
| St Martin's College | 88.8 |
90.5 | -3.4 |
| University of Salford | 88.8
| 89.0 | -0.8 |
| Middlesex University | 88.7 |
86.9 | 3.9 |
| University of Huddersfield | 88.5
| 89.2 | 0.5 |
| Staffordshire University | 88.5
| 88.8 | -0.5 |
| University of Westminster | 88.5
| 88.8 | 1.6 |
| University of Central Lancashire | 87.9
| 88.1 | 1.4 |
| University of Derby | 87.8 |
86.9 | 0.1 |
| University of Worcester | 87.8
| 88.7 | 2.8 |
| Liverpool John Moores University | 87.7
| 89.6 | -0.1 |
| Manchester Metropolitan University | 87.6
| 89.6 | -0.6 |
| Coventry University | 87.3 |
89.0 | -3.0 |
| Anglia Ruskin University | 87.1
| 87.9 | -3.8 |
| London South Bank University | 87.0
| 85.5 | 0.0 |
| University of Northampton | 87.0
| 89.0 | -1.8 |
| University of Wolverhampton | 86.4
| 88.0 | 0.5 |
| Writtle College | 86.4 | 88.3
| -2.5 |
| University of Bedfordshire | 86.2
| 86.8 | -2.0 |
| Roehampton University | 86.2
| 89.4 | 1.7 |
| Liverpool Hope University | 85.7
| 88.7 | 0.7 |
| University of Sunderland | 85.5
| 88.7 | 0.2 |
| Thames Valley University | 85.3
| 84.5 | 1.0 |
| University of East London | 85.2
| 85.4 | 0.0 |
| London Metropolitan University | 84.5
| 86.2 | 2.1 |
| University of London | 83.3 |
93.8 | -13.4 |
| University of Chester | 81.7
| 90.1 | -8.4 |
| University of Bolton | 81.6 |
86.3 | 3.4 |
Note 1: University of Cambridge is not included because
its introduction of a new student record system prevented its
submission to HESA of suitable data, and so its indicators for
2004-05 were not published.
Note 2: In calculating changes in continuation rates
for institutions that merged between 2001-02 and 2004-05, we calculated
an average of their 2001-02 continuation rates weighted by their
student numbers.
Source: National Audit Office analysis of Funding Council
and Higher Education Statistics Agency performance indicator data.
Questions 127-129 (Mr Ian Davidson): Comparison of home nations'
performance on retention, adjusted for differences in students
and education systems; and any identifiable differences in good
practices or discrepancies between England, Scotland, Wales and
Northern Ireland
1. The NAO Report included a figure (Figure 9) that showed
that for full-time students starting in 2004-05, those in English
higher education institutions were more likely to continue into
a second year and to complete their studies than those studying
in Scotland, Wales and Northern Ireland. These figures are calculated
by the Higher Education Statistics Agency, based on student-level
data supplied by all publicly funded higher education institutions
in the United Kingdom.
2. The Higher Education Statistics Agency also calculates
a continuation benchmark for each institution, which is the average
continuation rate of the sector, adjusted for the entry qualifications,
age and subjects of study of an institution's students. The NAO
has calculated a continuation benchmark for each of the home nations
by weighting (by the number of entrants) the benchmark of the
nation's institutions to create an average. The results are shown
in the fourth column of Figure 1. However, it is important
to note that the benchmarks were designed to adjust for differences
between institutions rather than nations, and there are other
factors not included in the benchmark that cause differences between
nations. In particular, prior qualifications are an important
factor and Scottish students entering Scottish universities usually
have Scottish Highers rather than A levels. In calculating institutions'
benchmarks, it is assumed that the two qualifications are equivalent
but the assumption is not empirically based and so there may be
differences in attainment levels between students that are treated
as having reached an equivalent level.
3. Figure 1 shows that in 2004-05 English institutions,
on average, performed slightly above their benchmark for continuation,
while those of the other home nations, on average, achieved continuation
rates that were slightly below their benchmark. As noted above
in paragraph 2, these results should be treated with caution.
It should also be noted that the scale of higher education varies
greatly by nation, and that the fact that the large majority of
United Kingdom institutions are English means that the results
for England are likely to be close to the results for the United
Kingdom. In addition, because the benchmark is an average for
the UK as a whole, the fact that the English figure is slightly
above its benchmark means that at least one of the other nations
must have a value below its benchmark to compensate.
Figure 1
THE RETENTION OF FULL-TIME, FIRST-DEGREE STUDENTS STARTING
COURSES, 2004-05
| Percentage of students continuing to a second ear of study
| Percentage of students expected to complete their course
| Continuation benchmark (percentage)
|
| | |
|
| England | 91.6 | 78.1
| 91.3 |
| Scotland | 89.3 | 73.8
| 91.5 |
| Wales | 89.7 | 77.1
| 90.4 |
| Northern Ireland | 89.7 |
77.9 | 90.9 |
| United Kingdom | 91.2 | 77.6
| 91.2 |
Source: National Audit Office analysis of Higher Education
Statistics Agency's performance indicators
4. The benchmark does not adjust for many of the differences
between home nations in the characteristics of education systems
and types of students. For example, arrangements for student funding
differ between nations, which may create different incentives
and disincentives for certain types of students. While it is not
possible to make statistical adjustments for funding arrangements,
this note now explores the possible impact of differences in three
areas:
— background of students;
— students' age of entry to higher education; and
— length of degree courses.
STUDENTS FROM
LOW-PARTICIPATION
BACKGROUNDS
5. The institutional benchmarks adjust for entry qualification
of students, but not their background (although the two are linked).
The Higher Education Statistics Agency publishes data on the percentages
of young entrants to full-time, first-degree courses who come
from low participation neighbourhoods and their continuation rates.
6. Figure 2 shows that the percentage of students
from low participation areas varies between the home nations,
with Scottish institutions achieving the highest values. As with
the overall analysis in Figure 1, on average, institutions in
England have the highest continuation rates. Continuation rates
for other types of widening participation students may vary.
Figure 2
THE RETENTION OF YOUNG ENTRANTS FROM LOW-PARTICIPATION
NEIGHBOURHOODS, 2004-05
| | Percentage of young entrantswho come from low participation neighbourhoods (%)
| Percentage of these students continuing to a second year of study (%)
|
| |
|
| England | 13.1 | 90.6
|
| Scotland | 18.6 | 85.9
|
| Wales | 16.8 | 88.2
|
| Northern Ireland | 9.5 |
83.9 |
| United Kingdom | 13.7 | 89.7
|
Source: National Audit Office analysis of Higher Education
Statistics Agency student data
AGE OF
ENTRY TO
HIGHER EDUCATION
7. The Higher Education Statistics Agency's institutional
benchmarks take account of age only insofar as categorising students
as over or under 21 years. As young students in Scotland tend
to start a year earlier than those in England, we examined whether
this difference could be linked with higher continuation rates
in England compared with Scotland. Based on data for all full-time
undergraduate students in English higher education institutions
starting in 2004-05, we examined whether younger age on entry
may increase or decrease the likelihood of leaving early in England.
We found that the 17 year olds who started their course in England
in 2004-05 were less likely to continue than were 18 year olds.
However, the results should be treated with caution because we
were not able to adjust for any other factors, such as the prior
attainment of students, and similar analysis in Scotland has yielded
different results.
LENGTH OF
UNDERGRADUATE DEGREE
COURSE
8. The Higher Education Statistics Agency's institution
continuation benchmarks do not take account of the differing lengths
of degree courses. For example, undergraduate honours degree courses
in Scotland commonly last four years, compared with three years
in England. Based on course length data for all full-time undergraduate
students in English higher education institutions starting in
2004-05, we examined whether the length of a degree course affects
the likelihood of leaving early. We found that the continuation
rate for three-year courses was slightly lower than that of four-year
courses. However, the results should be treated with caution because
we were not able to adjust for any other factors, such as subject
studied, and similar analysis in Scotland might yield different
results. Also, the length of degree course may change as student
aims change over the duration of their course.
GOOD PRACTICE
IN RETAINING
STUDENTS
9. The National Audit Office identified much good practice
that could be applied equally to all countries of the United Kingdom.
Figure 3 summarises the good practice actions we found
can improve retention. As part of its follow-up work, the NAO
is contributing to the sharing of this good practice through conferences
and workshops.
Figure 3
ACTIONS TO IMPROVE RETENTION
| Description | Actions
|
| |
| Using management information to understand retention
| Most institutions collate and disseminate internal information on withdrawal rates at course and faculty level. Others also use student level information, for example on attendance, to identify students at risk of withdrawal. A minority of institutions conduct periodic exercises to contact early leavers to help establish the real reasons why they left, particularly where some common issue affecting retention is indicated.
|
| Building strategic commitment to retention |
It is important for institutions to have a clear strategic commitment to retaining students that all staff understand and buy into, so that they can see how commitment to high levels of retention should affect the way they work.
|
| All the institutions we visited were undertaking some activities to improve retention, but not all were based on a clear strategy for the whole organisation. Even at institutions where the strategy was clear, senior managers acknowledged that some parts of their institution were demonstrating much greater commitment than others.
|
| Securing commitment from students | Students need to commit to attending lectures and carrying out independent study. Universities can communicate this clearly to students, for example through a student charter, and follow up cases where commitment seems not to have been secured.
|
| Providing support through academic staff and practice
| Properly resourced tutoring systems help individual students to identify the extra support and facilities they can use to improve their chances of success. Institutions often offer pre-entry courses and learning support opportunities, but many find it difficult to get students to take up services that would help them to "stay the course" and succeed. This can be because students and academic staff may regard the services as being there to fill a "deficit" in a student's ability, but institutions can increase take-up by promoting these services as positive options to take to improve the prospects of a good degree.
|
| Broadening options for learning | Some institutions, and in particular those with higher numbers of non-traditional students, are being flexible in allowing students to choose learning options to fit their personal circumstances, for example through comprehensive modular systems.
|
| |
| Providing specialist support | All institutions provide specialist support services, such as welfare. They are increasingly organised as a `one stop shop', and student unions usually have an important role in their provision.
|
| Financial support, through bursaries and hardship funds, is available to assist students from disadvantaged backgrounds or in financial difficulty. Some institutions are more proactive in promoting financial support than others.
|
Source: National Audit Office
|
