Student retention has become a key issue for all further and higher education institutions and is a major concern among those involved in online learning courses where retention rates are often even poorer than those for traditional campus-based courses. There is increasing recognition that student retention is the responsibility of the actual institutions running the courses, and that it is within their power to encourage sustained participation without compromising academic standards.
In this book, Ormond Simpson provides a clear, accessible analysis of what works and at what cost. He outlines strategies for increasing retention, providing useful case studies and examples to illustrate how these strategies can change institutional policy and practice. Areas covered include:
* Who drops out and why
* 'Retentioneering' an institution
* Recruitment and retention
* Course design.
Ormond Simpson is Director of the Open University's Centre for Educational Guidance and Student Support, and has over 25 years' experience of developing, researching and practising student support
'Simpson's style is a compelling mixture of ancedote, examples, research evidence and theoretical insight ... The strength of this comprehensive account derives from many years of practical involvement in encouraging student retention in the Open University.' - Journal of Access Policy & Practice
'I found Simpson's book stimulating. It places the issue of student retention in a practical and realistic context. It should certainly form part of the reading of all Open University tutors' - Jonathan Hughes, Widening Participation and Lifelong Learning
'This new book is a really useful combination of theory and evidence (such as exists) and practical guidance on detailed familiarity with many illuminating examples. This is currently the best source for ODL practitioners wishing to address retention issues in the design of administrative systems, course design and, especially, student support systems.' - Open Learning
'The book stimulated me to question my assumptions about retention and to develop my own ideas further and I would be astonished if it did not do the same for all readers.' - Graham Gibbs, Director, Institute for the Advancement of University Learning, University of Oxford, UK
'This is certainly a book to be read by policy makers, practitioners and researchers from both conventional and distance/online contexts.' - Indian Journal of Open Learning Vol. 13