Improving Student Retention in Higher Education: Engaging by Glenda Crosling

By Glenda Crosling

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For the most part, however, academics merely rewrote their existing curricula in SAQA’s format. We took a longer-term view. While encouraging the reformulation of programmes, we established a quality assurance unit to build on SAQA’s initiative. This unit set up a system for on-going internal self-appraisal against the criteria that programmes had set themselves. These developments were crucial for improving the standards of higher education because academics were under pressure to accept larger numbers of students from the disadvantaged school systems.

And Teese, R. (2000) Non-completion in Vocational Education and Training and Higher Education: A Literature Review, Commissioned by the Department of Education Training and Youth Affairs. Canberra: Commonwealth of Australia. , Walker, R and Webb, G. ) (2001) Online Learning and Teaching with Technology. Case Studies, Experience, Practice. London: Kogan Page. , Gallacher, J. and Crossan, B. (2004) Researching Widening Access to Lifelong Learning. Issues and Approaches in International Research. Abingdon: Routledge Falmer.

Movement between institutions and courses comes at a cost, both for government and for students, if their previous study is not credited towards their new course (Long et al 2006: v). On the other hand, older students appeared to be more focused (Krause, Hartley, James & McInnis 2005: 72). They tended to stay in their courses and universities because they were clear about what they wanted to study and which university they wished to attend. For these students, withdrawing from their course of study was more likely to be influenced by difficulties in balancing their work and family commitments with the demands of their studies (Long et al 2006; Yorke 1999: 22).

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