An investigation into the recruitment and retention of higher education students in further education colleges in South Wales

Abstract

This research study investigates recruitment and retention of college-based higher education (CBHE) students from three further education institutions (FEI’s) in South Wales. Three academic areas were chosen: business, engineering/construction and health/social care. These were chosen due to the rise in employment opportunities in these areas. Empirical research, using an ethnographical approach was undertaken to uncover the experiences and perceptions of students that choose CBHE. Key themes were extracted from the primary research, and findings formulated. The study was qualitative, with three years of primary research undertaken. Ethical considerations were that the researcher was an insider researcher, and the importance of informed consent.

Key literature in the field of recruitment and retention was explored, but there was limited research regarding the recruitment and retention of CBHE students, specifically in South Wales. Research of interest to the study was several years old, but looked into staff and student perceptions in terms of barriers that CBHE students in South Wales may face, as well as CBHE pedagogy and progression options in the locality (Golding-Lloyd and Griffiths, 2008; Griffiths and Golding-Lloyd, 2009; Burton, Golding-Lloyd and Griffiths, 2011). Student and teacher models such as those developed by Tinto (1997), Tinto (2006), Tinto (2015), French (2017), Bean and Eaton (2001), Chickering and Gamson (1989), Chickering and Gamson (1999) and Clarke (2013) were explored. Findings and these academic models were used to formulate a pen portrait of a typical CBHE student in a South Wales college which would then allow for more targeted recruitment and retention practices. Analysis and extraction of key elements of the academic models meant that a deeper understanding of the multi-faceted arena of recruitment and retention was explored, from both student and academic staff perspectives.

Findings were extracted using thematic analysis of the qualitative responses with three key themes being extracted, then explored in the findings section. Those themes being:
1. Local, convenient and accessible,
2. Support, contact time and teaching methods.
3. Distinctive provision

The student experiences and perceptions of CBHE were positive, however, challenges with terminology, lack of visibility and competition in the market were reported. Some respondents valued dedicated CBHE student spaces, and all FEI’s provided some separation of facilities, albeit on differing levels. Students valued the support from tutors and rarely accessed central support services. Student feedback mechanisms such as the National Student Survey (NSS) were not found to be a motivating factor for recruitment, however, word of mouth was found to be important. Academic staff reported that workload was a challenge for CBHE staff, as was staff recruitment, time for administration and development. The pedagogy used by CBHE practitioners was found to be distinct. A pen portrait was created from the findings, illustrating a typical CBHE student in South Wales FEI’s. The research study uncovered that CBHE student identity is positive with students benefitting from small classes, a niche environment and specific student support for assessments. In terms of recruitment, many of the research participants actively sought out CBHE, due to the support, convenience and smaller class sizes.

Recommendations were that CBHE staff and management should use authentic student voice and actively seek out new recruits, due to the barriers potential students face such as lower confidence levels, competition in the locality and the lack of visibility of the sector. FEI’s in South Wales must ensure that marketing is distinct and promotes the benefits of local, accessible and supportive study. The study discovered the importance of relationship building and that a student sense of belonging comes from the bond of support and trust formed between the student and CBHE staff. Findings also revealed that retention was linked to the supportive relationship built between CBHE student and academic staff. CBHE in South Wales should be distinct rather than try to compete as it is a unique sector, and to increase recruitment and retention should sell the benefits/drawbacks honestly whilst being mindful of providing a supportive environment for students but not at the expense of creating independent, work ready graduates.

Date of Award	2024
Original language	English
Supervisor	Karen Fitzgibbon (Supervisor) & Ruth Gaffney-Rhys (Supervisor)