Increasing undergraduate student retention rates

Based on data from a questionnaire survey of the new undergraduate intake to the University of Birmingham, the factors which influence withdrawal/retention rates in the first term were examined. The effectiveness of counselling intervention with first-year undergraduate students at risk of leaving university in their first term is also explored. The implications for universities wishing to increase retention rates and facilitate successful degree completion are discussed.     

Systematic monitoring of the adjustment to university of undergraduates: A strategy for reducing withdrawal rates

The experience of students withdrawing from university in their first year is explored. The students' perceptions of the factors which influenced their withdrawal decisions are examined. The findings support the hypothesis that the main factor influencing withdrawal/persistence behaviour is the degree to which students can adjust to the new academic and social demands of the university environment. A departmental strategy for systematic monitoring of the adjustment to university of first-year undergraduates is outlined.     

Evaluating the effectiveness of counselling intervention with final year undergraduates

This study explores the effectiveness of a short-term counselling intervention model, with final year students, in reducing psychological distress and increasing students' ability to complete their degree programmes successfully. A clinical sample (final year students who consulted he counselling Service) was monitored before and after intervention using the psychometric instrument Symptom Checklist-90-Revised (SCL-90-R) (Derogatis, 1977). A significant reduction in levels of psychological distress was demonstrated with this sample. In contrast a parallel control sample (final year students who did not consult the Counselling Service but whose initial SCL scores were in the same range) showed no significant change in levels of psychological distress over the same time period. The clinical and educational implications of these findings are discussed.