Quality management of first year teaching : an initiative in the School of Engineering, University of Western Sydney

Confronted with high rates of loss of students (attrition) in first year engineering at the University of Western Sydney (40%+) the Head of School, Head of Program, College Associate Dean Academic, Associate Head of the School Engineering and a Teaching Fellow (the authors) undertook a study of the trends and strategies for improving the retention rate. High attrition rates have several impacts, including loss of income, reduced self-esteem in those who withdraw, waste of staff time and other resources, administration, reputation of the school, and lost opportunities for those who did not get a place in engineering. The high attrition rate is not unique to engineering at UWS, as similar rates were found in the School of Environment and Agriculture at UWS, and in engineering at other Universities. UWS engineering faces some unusual problems in terms of the students who present themselves for an engineering degree. The School, College and University adopted several strategies to reduce the attrition rate as well as, at the same time, examining the causes of attrition. There was a program of monitoring to assess the effectiveness of these strategies. A model based on Tinto’s theory for student engagement and retention and centred on a student’s pathway from recruitment through to the completion of first year was used to provide the framework for assessing the different strategies. The study demonstrated two major components to failure. The first concerned the preparedness of students for university study. There are a variety of strategies to overcome this. The second concerned the level of engagement of the university with the students, and particularly staff immediately concerned with the learning and teaching programs of the students. It is clear that there are ways to improve retention, but there is also a duty of care on the part of the school to ensure that potential students who aspire to do engineering do not undertake studies for which they are poorly prepared. The latter requires careful counselling and alternative pathways to prepare students for the study of engineering. At all stages, the key principles of quality assurance and management, including assessment, review and engagement of the outcome of reviews, in this case by staff and students, are critical to the successful progression of first year students