Traditional practice for non‐traditional students? Examining the role of pedagogy in higher education retention

Abstract

The current agenda for widening participation (WP) promotes equal access to higher education (HE), yet it also implicitly requires institutions to develop support strategies to ensure a successful learning experience and good retention for different groups of students. The objective of this article is predominantly reflected in the latter goal and considers student retention, rather than recruitment. Specifically, it focuses on whether non‐traditional students’ experiences of teaching environments could potentially contribute to ‘drop‐out’, ultimately enhancing our understanding of what role pedagogy might play in WP retention strategies. Using a qualitative framework, the views of a group of non‐traditional students are presented, focusing specifically on their experience of teaching provision, and the extent to which it matched their expectations of HE. Consideration is then paid to the students’ views to garner an account of solutions they deem to be essential in tackling negative experiences and subsequent attrition. The present project should have wider appeal for those interested in understanding how student‐centred research can help deal with the challenges faced by WP students.

Keywords:

• retention
• pedagogy
• non‐traditional students
• drop‐out

Acknowledgements

Many thanks to Joanna Williams and Anika Haverig for their very helpful comments on an earlier draft of this article.

Notes

1. 2006 figures.

2. SR denotes the initials of the researcher.

3. Although not taken up in detail here, timetable constraints are significant in leading mature students to leave HE early. For an example, see Bolam and Dodgson (2003).