Perspectives on Student (Dis)Engagement and Continuation (Academic and Support Colleagues)

This project asked academic and support colleagues for their perspectives on the precipitators of student (dis)engagement, existing support, as well as their suggestions for remedial action. The study found that there is a case for a review of existing risk indicators of disengagement. It also identified a range of drivers of disengagement including: personal circumstances; lack of course enjoyment; perceptions of teaching quality; class size; financial concerns; the academic ability of students; culture shock, particularly for international students; absence of sense of belonging; the shift to online learning; a culture of disengagement across the institution; as well as the perceived quality of some personal tutoring. Precipitators often exist as one ingredient in a "cocktail of disengagement." Furthermore, there are a range of support mechanisms at Westminster, but also pressures on resources and expertise available to deal with complex students needs.