Student Retention Implementation Plan
Introduction
The Student Retention Implementation Plan sets the direction for student retention initiatives at Curtin for the next three years.
Responsibility
The Plan identifies the objectives to be achieved and specifies the performance targets against which success and progress are measured. Pro Vice-Chancellors through the
Deputy-Vice-Chancellor Academic have overall responsibility for retention in their respective faculties for the execution of the Plan.
• The Academic Services Committee (ASC) will review delivery of the key benefits of the Plan against the targets specified.
• Persons responsible for initiatives identified in the Plan will report progress through their line management to ASC and Academic Board.
Review
ASC will review the overall plan and the strategic priorities annually to take account of emerging changes.
Definition and Context
The Department of Education, Employment and Workplace Relations uses the following definition of student attrition. “Attrition rates measure the proportion of students in
a particular year who neither graduate nor continue studying in an award course at the same institution in the following year.” Students who switch courses within the same
institution are regarded as having been retained. Those students who leave university without completing their course, but who return later to the same university, are also
counted as part of attrition.
Student retention and student attrition are complementary conceptualisations of fundamentally the same issue, although there are differing interpretations of the latter term.
In some discussions, the term “retention” may be used to refer to students who are retained in the same course of study rather than the more general meaning of retained by
the University. In this discussion, the terms “retention” and “attrition” are used only in the context of students remaining enrolled at the University. By far the majority of
Curtin students do persist. Nonetheless, those students who do not persist represent a serious loss to the University. Those numbered amongst the attrition statistics fall
broadly into three categories. These are:
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Students who withdraw from their total enrolment during a study period
Students who do not re-enrol at the end of a study period, and subsequently are categorised as AWOL (including students whose Leave of Absence has lapsed)
Students who are terminated from their studies by the University
From the perspective of addressing a somewhat wider view of retention, there is a further group of interest:

Students who accept an offer of a place, defer their enrolment and subsequently do not take up their place – this group differs from the above three categories in that
they do not have an experience of being a student at Curtin.
By the time a student has entered one of the above categories, the benefits of intervention will be limited – although there is some value in including interventions which
assist former students to return to Curtin as part of a broader program. However, from the perspective of retaining currently enrolled students and those who defer their
enrolment, it is more useful for the University to adopt a range of interventions at the earliest possible point.
Student retention is a key strategic issue for the University and there are cogent reasons consistent with the University’s Strategic Plan to address student retention
(http://strategic.curtin.edu.au/secure/plans/plan_corp_strat.pdf ). These include improving the student experience, complying with duty of care considerations, contributing to
the University’s financial security, maintaining market share, and enhancing the University’s reputation. The quality of the student experience is a useful summary term to
encompass retention interventions as a whole. Virtually every aspect of the University has some direct or indirect impact on the quality of the student experience, a fact
which is implicit in the University’s Strategic Plan and made explicit in the supporting enabling plans. Addressing student retention is thus in no way a problematical or
conflicting goal for the University. Those actions which genuinely contribute to the betterment of teaching and learning, research, staff retention, the quality of physical
facilities, ICT and marketing also contribute to improvements in student retention.
No single issue accounts for student attrition. Research indicates that students remain at or leave the University for potentially interacting and complex reasons. There are
some identifiable groups of students who appear more at risk of attrition than others – including new-to-Curtin students, mature-aged students, part-time students, distance
education students, postgraduate students and Indigenous students. Despite this broad observation, students of any demographic may appear amongst the attrition statistics.
It is also noted that factors beyond the University’s control may influence student retention. No matter how effectively the University may address retention issues, a
retention rate of 100 per cent will not be possible. It is also the case that a retention rate of 100 per cent is not desirable. In some cases, it is in the interests of the student
and/or the University that the student does not persist with his/her course.
Research into student retention indicates that there are particular variables associated with the student experience which have an impact on whether students persist or leave.
In broad terms, students who persist have the following attributes (these factors are a modified version of the ten variables identified by the Retention Plan Steering Group at
http://retention.curtin.edu.au/goodpractice/#one ):
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General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled
General Factor 2 - Appropriate capacity to enter the course – including English language ability and prerequisite subject knowledge
General Factor 3 - Suitable background support variables including such matters as adequate finance, accommodation, family support and moderation in the levels
of competing demands on time
General Factor 4 - Development of positive relationships and functional connections with members of the University community – both with other students and
with staff. This is inclusive of engagement in positive teaching and learning processes, and in extra-curricular relationships and activities.
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library
General Factor 6 - Timely access and use of support services
In addition to these attributes associated with students, there are also institutional attributes implied within these factors, which includes matters such as accessibility of staff
to students, administrative processes, and the quality of grounds and facilities.
Improving retention therefore is not open to a single variable response. It is necessary to have a range of inter-connected interventions which address different aspects of the
factors which in turn affect retention. Curtin already has a substantial number of examples of good practice in retention addressing both student and institutional factors.
These have been identified by the Retention Plan Steering Group and are summarised at http://retention.curtin.edu.au/goodpractice/. In developing this Student Retention
Implementation Plan, it is assumed that these existing examples of good practice will be either maintained or further developed. They are not included in the retention
strategies listed below. The Student Retention Implementation Plan specifically focuses on those new interventions which are to be implemented 2008-2010. Each of the
new interventions seeks to address one or more of the General Factors noted above.
Student Retention and Teaching and Learning
The Teaching and Learning experience is clearly an important matter for students. Teaching and Learning issues are mainly addressed within other plans - including the
Teaching and Learning Enabling Plan, the International Enabling Plan and within Faculty plans. The Retention Plan will therefore include Teaching and Learning issues only
where there appear to be matters specifically relevant to retention.
Key Guiding Principles
The key principles of the Retention Plan are that:
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
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Student retention is a responsibility of the whole University community
Retaining students within the University is a higher priority than retaining students within any individual enrolling area, which carries the implication that there
should be no unnecessary impediments to students seeking to switch courses within Curtin
Improving student retention is a long term objective which should be widely embedded in University processes and functions
All areas of the University will act together in a collaborative and integrated manner to address retention issues; with the proviso that some areas may also act
independently to address retention issues peculiar to their own area of responsibility
Current students and alumni should be actively engaged in student retention initiatives wherever feasible.
Wherever it is appropriate, the University will seek to engage students in support roles where there is suitable training and supervision and where this does not
abrogate the University’s duty of care to provide professionally qualified staff.
The plan aims to improve the student experience across the whole Curtin community, whilst also targeting specific areas, groups or variables which are known to
impact on retention
Early intervention is a critical feature of all retention initiatives.
It is important to take account of workload implications of interventions directed at improving student retention
There will be on-going identification and development of new opportunities to improve student retention added to this plan as appropriate
Key Performance Indicators and Benchmarking
The major objective of the retention plan is to maintain or improve retention rates – or conversely to reduce attrition rates. As noted in the key principles above, retention by
the University is the key objective. It is important to benchmark Curtin’s objectives against comparable universities elsewhere in Australia, and to be aware of attrition data
from other universities within Western Australia. Data extracted from the Department of Education, Employment and Workplace Relations 'Students: Selected Higher
Education Statistics' provide the following points of comparison using domestic commencing students as a representative cohort.
(Source: http://www.dest.gov.au/NR/rdonlyres/F58D9567-AB72-4C11-9650-6C29D996EBAF/16378/Appendix4aAttritionRetentionandProgress.xls)
Commencing student retention rates have been chosen as a representative statistic of all student retention rates within Curtin's plan, in that these are most easily compared
to published data from other universities. It should be noted that the intention of Curtin's Student Retention Implementation Plan is that it is applicable to all students,
including postgraduate students (both coursework and research).
Table 1: Crude Attrition Rate (a) for all domestic commencing bachelor students
Institution
The University of New South Wales
University of Technology, Sydney
2001
11.71
13.37
2002
12.4
13.52
2003
11.06
10.93
2004
11.81
13.21
RMIT University
Queensland University of Technology
Curtin University of Technology
Edith Cowan University
Murdoch University
The University of Notre Dame Australia
The University of Western Australia
Total Western Australia
TOTAL
17.99
18.63
16.99
23.94
20.78
28.11
14.41
19.41
19.23
17.45
19.84
19.74
23.52
22.33
21.4
12.36
20.11
19.88
16.82
17.62
18.79
24.39
20.71
20.14
12.58
19.8
19.07
17.09
19.18
16.27
23.53
22.2
19.37
12.16
18.87
18.79
2003
6.2
10.57
12.9
5.07
9
11.03
9.91
16.81
8.98
9.55
13.25
2004
5.92
7.7
14.7
6.37
11.91
9.26
16.92
17.89
5.75
11.59
13.01
Table 2: Crude Attrition Rate (a) for all overseas commencing bachelor students
Institution
The University of New South Wales
University of Technology, Sydney
RMIT University
Queensland University of Technology
Curtin University of Technology
Edith Cowan University
Murdoch University
The University of Notre Dame Australia
The University of Western Australia
Total Western Australia
TOTAL
2001
5.19
8.21
15.58
7.48
13.17
15.59
8.24
n/a
5.36
12.22
13.81
2002
5.43
7.3
17.4
7.26
9.09
12.35
8.37
15.18
8.7
9.66
14.08
These data indicate room for improvement in comparison to similar institutions elsewhere in Australia, and a need to at least maintain Curtin’s position in comparison to
other Western Australian universities. Further detailed comparative data are provided in Appendices One, Two and Three.
Annual retention rates provided by the Office of Strategy and Planning in February 2008 for Curtin undergraduate students showed retention rates of 84.1 per cent for
Domestic students and 89.7 per cent for International on-shore students. Within the University, retention rates vary widely between different enrolling areas, and also differ
widely dependent upon particular demographics.
In this context, key performance indicators of the retention plan are:
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To better understand the key variables affecting student attrition and retention
To achieve commencing domestic student attrition rates comparable to similar universities within Australia, and to maintain Curtin’s position with respect to
universities within Western Australia
To achieve commencing International student attrition rates comparable to similar universities within Australia, and to maintain Curtin’s position with respect to
universities within Western Australia
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To maintain above University average retention rates in all those areas where this is currently the case
To maintain the various other qualitative and quantitative measures of the student experience at least at current levels
Retention Interventions and Priorities
There are a substantial number of proposed interventions listed below which will affect the factors impacting on retention. Each of these has intermediate targets and
measures. Each intervention seeks to influence one or more of the General Factors identified above. Some interventions are designed to impact widely in significantly large
numbers of students, whilst others are targeted at smaller numbers.
Whilst acknowledging that all the interventions listed are important, there are a smaller number of strategies that are likely to impact greatly on student retention and are
therefore of the highest priority. These are:
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Development of interventions directed at students placed on Conditional status
Review of processes associated with course switching within Curtin with the objective of reducing impediments to students seeking to change course
Development of processes which identify and support at-risk students as early as possible
Further development of student mentor programs for students, with a focus on enrolling areas with lower than average retention rates
Development of the links between University courses and future career pathways
Increase on-campus student accommodation
The high priority interventions are marked within the grid below.
Objective
Retention Intervention
Responsible
General Factor(s)
Addressed by the
Intervention
University-wide strategic issues and staff development
Review key University
DVC Academic
1-6
plans for impact on
student retention
Resource Implications
Priority
Targets and Measures
Within existing resources
From 2009
University is able to demonstrate that key University
plans impact positively on student retention
Existing: Foundations of
L&T, Teaching and
learning at Curtin
Ongoing
Explanatory Note: There
may be benefits to be
derived from assessing
and modifying those
aspects of other key
University plans which
have particular relevance
for retention.
4
Build strong links
between new students
and their teachers and
HOS, Course
Coordinators, OTL
4
1-6
4
schools by focussing on
teaching development of
first semester teachers,
and sessional staff
Focus on addressing
retention concerns
through comprehensive
and annual course
reviews
Enrolling areas with
higher than 20% attrition
rates to develop schoolbased interventions
Ensure that students are
treated with respect by
University staff
Explanatory Note: There
is some anecdotal
evidence that students
HOS, Course
Coordinators, OTL
Existing: course review
through C2010
Ongoing
DVC and Faculty
PVCs
Dependant upon
intervention plans. It
may be necessary to
establish a fund to
support the introduction
of retention plan in
specific areas. Key points
to be addressed as
priorities:
 Ensuring
effective
Orientation
programs
 Identification of
and intervention
with students
showing at-risk
behaviour
 Improvements
in teaching and
learning
 Interventions
with students
placed on
Conditional
status
Within existing resources
in context of Student
Charter revision, Guiding
Ethical Principles, Curtin
Standards, and Customer
Management processes
By 2010
Relevant schools to demonstrate existence of retention
intervention plans with their own KPIs
From 2008
Reduction in numbers of student complaints
Director,
Student Services +
Faculty PVCs
CEQ ratings
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
4&6
4&6
who experience
disrespectful treatment
from the University are
more likely to leave.
All staff are provided
with information on the
range and availability of
support services – with a
focus on:
 Student Service
staff
 Course & Unit
Controllers
 Sessional staff
Ensure that new sessional
staff are informed of
support services for all
students
Pre-enrolment Issues
Develop positive
4
relationships with
prospective students:
Director,
Support Services +
Director,
Student Services
(START)
Generally within existing
resources but provision
for marketing materials
From 2008
Evaluation data from support services to indicate
appropriate referral processes
OTL
Input into mandatory
Sessional Induction
sessions
From 2008
Demonstrated content of Sessional Induction sessions
Exec Director,
Corp
Communications
and/or Director,
Support Services
General Targets for this Broad Factor are:
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
1& 4
1, 2, 3 & 4
Student Ambassador
program
Explanatory Note: The
Ambassador program
uses current students in
support roles with
Prospective Student
Service staff.
Introduction of a “High
School Careers Fair”
Maintain or increase number of applications in
general for Curtin entry
Maintain or increase number of 1st preference
applications for Curtin entry
Note: the capacity to meet these targets will be
influenced by the size and demographics of
the total pool of applicants for university entry
Exec Director,
Corp
Communications
(PSS)
Coordinating staff
member + costs
associated with training,
uniforms, travel and
payment of student
ambassadors
From 2008
Positive evaluation from student ambassadors,
participating schools and other consumers
Exec Director,
Corp
Utilises similar resources
as the general Careers
Pilot 2009
Evaluate
To be confirmed depending upon outcomes of 2009
pilot
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
1, 2 & 4
1, 2, 3 & 4
1
Explanatory Note: This
proposal is a single event
to be scheduled
immediately after the
Careers Fair in which
secondary schools are
specifically invited to the
campus. It will have a
different focus from the
University’s Open Day
Further development of
Curtin LinkUp program
to:
 Extend program
to Year 11 & 12
students from
current
participating
schools
 Investigate
feasibility of
increasing the
number of
participating
schools
Parent Information
Program
Explanatory Note: It is
proposed to introduce a
program which is more
inclusive of parents in
the decision making
process for prospective
students.
Review the relationship
which Curtin develops
with prospective
International students
Communications
and/or Director,
Support Services
(PSS + Student
Development)
Fair. Will require some
additional short term
staffing.
feasibility before
introduction on
annual basis
Director, Support
Services or Exec
Director, Corp
Communications
Requires consistent
funding model
Positive evaluation by participants
Exec Director,
Corp
Communications
(PSS)
Resourcing under
development
2008: include
year 11 students,
and carry out
feasibility study
of increasing the
number of
participating
schools
2009: include
year 11 and 12
students.
Introduce
additional
schools into
program if
feasible
2008: pilot
program &
evaluation
2009 onwards:
regular
implementation
on basis of
evaluation
Dean International
Student
Admissions
This process will review
the retention implications
of:
 Relationships
with feeder
2008: Review
2009: implement
any changes
dependent upon
review
2008 semester two : to include evaluation of services
provided to prospective international students section
within the O Week Survey
Increase in number of applicants for Curtin courses
from participating schools in 2010
Demonstrated capacity of program to attract costeffective numbers of participating parents
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
institutions
Scholarships
Curtin
promotional
visits to
overseas
countries
 Use of Curtin
agents
 E Service
(follow up with
prospective
student
enquires)
 Follow up by
Regional
Marketing
Mangers with
Curtin agents
and individual
applicants
 Recruitment
strategies to
ensure course
and country
diversification
May require part-time
staffing + provision of
marketing materials
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
1&4
Maintain contact with
students who accept an
offer of a place and defer
enrolment
Explanatory Note:
Contact with these
students has been ad hoc,
and a more structured
and on-going relationship
may lead to increased
numbers of them taking
their place at the
University
Early University Issues
Maintain and further
1&4
Director, Student
Services and
Director, Support
Services (START)
+ Exec Director,
Corp
Communications
Director, Support
From 2008
Increase the proportion of deferred students who enter
study in subsequent years after deferral
See resource implications
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
3, 4, 5 & 6
3, 4 & 5
4, 5 & 6
develop the Student
Transition and Retention
Team (START) as a key
group in facilitating and
implementing the
Retention Plan
Deliver a high quality
Orientation program to
all beginning students:
Continued embedding of
O Week and subsequent
transition programs
within academic areas
Deliver a high quality
Orientation program to
all beginning students:
Further development of
the central Prep and O
Week programs
Services
linked to specific
interventions
Faculty Deans of
T&L + Director,
Student Services +
Director, Support
Services
(START)
Within existing resources
By 2010
All enrolling areas to comply with the standards listed
in the Academic Orientation Checklist at
http://retention.curtin.edu.au/programs/orientation.cfm
Director, Support
Services
(START)
May require additional
p/t staffing during busy
periods + additional
catering, entertainment
and facilities budget
From July 2008
Maintain satisfaction rates as measured by O Week
Evaluation
Deliver a high quality
Orientation program to
all beginning students:
Ensure the quality of
Orientation and transition
publications to all new
students
Director, Support
Services
(START + Corp
Communications)
Within existing resources
but involving transfer of
budget and responsibility
2009: Student
Passport and O
Week program
to be managed
by START
2009: integration
of StartUp, O
Week and Newto-Curtin
Websites
Maintain satisfaction rates as measured by O Week
Evaluation
Director, Support
Services
0.5 staff member
2008: Review
feasibility
To be determined after feasibility study
Explanatory Note: There
have been differing
standards in the past
between materials
provided to prospective
students and newly
enrolled students. It is
important to give the
message that standards
do not drop once a
student is enrolled.
4, 5 & 6
Development of the
Nursing & Midwifery
Demonstrated consistency with quality of materials
provided to prospective students
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
“Tools for Success”
program into a program
applicable to other areas
of the University.
1, 4, 5 & 6
Explanatory Note: The
“Tools for Success”
program has successfully
assisted new Nursing &
Midwifery students to
gain key generic student
life skills. Applying the
model more widely will
have application to
redevelopment of 1st
Year courses in areas
such as Humanities and
CBS
High priority
intervention
(START)
Director, Support
Services
(START)
Further development of
student mentor programs
for students on the
Bentley campus, with a
focus on enrolling areas
with lower than average
retention rates
1, 4, 5 & 6
Explanatory Note: The
mentor programs which
have recently been
introduced are an
extremely cost effective
way of ensuring that new
students have a positive
transition to the
University.
High priority
intervention
Further development of
2009: Trial and
evaluate in 2
participating
schools
2010: wider
implementation
on basis of
evaluation
Coordinating staff
member + costs
associated with payment
of student mentors +
consumables
Estimated $200,000 p.a.
in 2009.
Eventual cost of a full
mentor program available
to all beginning students
will be ~$400,000 p.a.
Director, Support
Services
(START)
See above
2009 –
introduction of
mentor programs
in 20 schools;
introduction of
mentor programs
for postgraduate
students
2010 –
introduction of
mentor programs
in a further 10
schools
There are in-built evaluation processes for the mentor
programs which obtain data from mentors, mentees and
coordinating staff
2008: pilot
programs
2009:
introduction of
See above
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
student mentor programs
for students enrolled via
distance education, at
regional campuses and
block release
General student issues
1
High priority
intervention
mentor programs
in other distance
education areas
Director, Support
Services
(Careers@Curtin)
Within budget plans of
Careers Service
On-going
Director, Support
Services + Faculty
PVCs
A review may identify
the need for greater
portability of elective
units across faculties
2008: review of
processes
2009: implement
any proposed
change
To be determined on basis of review
DVC Strategy and
Planning
(Alumni)
Within existing resources
From 2008
Increased participation of students in alumni activities
and events
Development of the links
between University
courses and future career
pathways
1
Explanatory Note: The
continued redevelopment
of the Careers Service is
a critical component in
addressing a key
retention issue
High priority
intervention
Review processes
associated with course
switching within Curtin
4
Explanatory Note:
Removing factors which
impede course switching
will assist the University
to retain students who
prefer not to continue
with their current course
Ensure students have an
affiliation with alumni
prior to graduating to
increase the likelihood of
ongoing involvement
Increased involvement of first year alumni in alumni
activities and events
Explanatory Note:
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
6
3
Developing on-going
relationships with
Alumni has long term
benefits for student
retention
Ensure all students are
provided with
information on the range
and availability of
support services and
other activities
High priority
intervention
Increase on-campus
student accommodation
3&4
Explanatory Note:
Research indicates that
students in on-campus
accommodation have
significantly higher
retention rates for
reasons such as
controlled costs, easy
access to campus, and
community and peer
support. Our current
levels of accommodation
are insufficient to meet
demand.
Further development of
Recreational, Leisure and
Sport programs and
facilities to improve
social interaction
opportunities and deliver
health benefits
Director,
Support Services +
Director,
Student Services
(START)
Generally within existing
resources but provision
for marketing materials
From 2008
Director,
Support Services
(Associate
Director, Housing
Services)
Feasibility study in
process with respect to
procurement options
Overall time line
to be
determined; to
be in progress by
2010
Director,
Support Services
(Recreation
Manager)
Maximising use of the
new recreation centre
building
Some funding derived
from Australian
University Sport
2008:
Introduction of
new recreation,
leisure and sport
programs
2009: extension
of above
programs and
opening of
recreation centre
building
Maintain awareness rates of services at least at 2007
levels as measured by CEQ and O Week evaluation
data



Increased availability of on-campus rooms
available
Increased number of new students able to
access student accommodation
Increased number of students able to continue
in student accommodation
KPIs contained within the Recreation Services Sports
Plan 2008 -2012 held by the Recreation Manager
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
3&4
Feasibility study of
development of “focal
point” community space
for CBS students in area
near Buildings 407 &
408
Explanatory Note:
Concern has been
expressed at the quality
of the physical
environment for CBS
students in this area.
Targeted Interventions
5&6
High priority
intervention
TO BE
DEVELOPED
TO BE DEVELOPED
TO BE
DEVELOPED
TO BE DEVELOPED
Director,
Student Services +
Faculty PVCs
Requires development of
systems which require
active participation by
students in addressing
their Conditional status.
May require introduction
of appropriate software.
From 2009
To improve the progression rate of students on
Conditional status back to Good Standing
Additional staff member
to support FYE and
Transition Coordinator,
with potential use of
trained mentors
From July 2008
Development of
interventions directed at
students placed on
Conditional status
6
Explanatory Note: This is
a high priority task.
Conditional students
have already
demonstrated a degree of
difficulty in coping with
course demands, and are
at risk of proceeding to
Terminated status.
High priority
intervention
Development of
processes which identify
and support at-risk
students as early as
possible
Deans, Teaching &
Learning in
collaboration with
START
To improve the retention rate of students on
Conditional status
At-risk students to be contacted within 48 hours of
referral
Target: to maintain the retention rate of students
contacted equal to or better than the University average.
Explanatory Note: This
will potentially include
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
4&6
6
3&6
further development of
the pilot on-line at-risk
student referral process
in Humanities, and
extension to other
faculties. Processes
which connect students
to sources of help at the
earliest possible point
have been demonstrated
to have a positive impact
on retention rates.
Ensuring contact is made
with AWOL students and
students who have
withdrawn from their
total enrolment.
Explanatory Note:
Contact with these
students is directed at
facilitating their return to
the University. Evidence
from pilot studies
indicates that these
students need not
necessarily be lost.
Further clarification of
processes for delivering
support services to
students who are not on
Bentley campus.
Explanatory Note: There
is a lack of clear
information about
support services for
students who are not on
the Bentley campus
Ensure students are made
aware of the full range of
scholarships, discounts
Director,
Student Services in
collaboration with
START
Additional staff member
to support FYE and
Transition Coordinator
2008: Develop
systems to assist
in early
identification of
target groups
2009: implement
contact service
Return rate of AWOL and withdrawn students to be
cost effective.
Director,
Support Services +
Head, Regional
Remote and
eLearning
Generally within existing
resources but provision
for marketing materials
From July 2008
Demonstrated existence of appropriately accessible
support services to students who are not on Bentley
campus.
Director,
Student Services
Generally within existing
resources but provision
for marketing materials
From July 2008
Maintain awareness rates of services at least at 2007
levels as measured by CEQ and O Week evaluation
data
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
3&6
3&6
2
3&6
3&6
and other forms of
financial assistance
Further development of
the range of scholarships,
discounts and other
forms of financial
assistance
Provision of emergency
short term small loans to
students in financial
difficulty
Explanatory Note:
Relatively small loans
can make a key
difference to students in
temporary financial
difficulty.
English Language: The
English Language
Proficiency Project is
developing a series of
interventions which will
address retention aspects
of English as a
component of the project
Active support offered to
students admitted under
exceptional
circumstances
Explanatory Note: It is
relatively simple to make
contact with these
students early in their
University and offer
appropriate support. In
the past, this has been
done only on an ad hoc
basis if at all.
Tracking and supporting
CAS students who
Director,
Student Services
Budget to be developed
dependent upon needs
analysis
On-going
Director,
Student Services
Under development
From July 2008
Positive satisfaction ratings from clients
Satisfactory repayment rate of loans
DVC Academic
Resource implications to
be developed on the basis
of evaluation of Stage
One of the Project
Targets as indicated in English Language Proficiency
Project brief
Director,
Support Services
(START and
Disability Support)
Within existing resources
From 2008
Retention rates of these students to be equal to or better
than University average
Head, CAS (in
collaboration with
May require p/t project
officer attached to CAS
From 2009
Retention rates of these students to be equal to or better
than University average
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
progress to
undergraduate programs
within Curtin
1-6
1-6
Explanatory Note: It is
known that a significant
proportion of these
students need occasional
support in their
subsequent Curtin career.
Specific Orientation and
transition support for
mature-aged students
Specific Orientation and
transition support for
students from rural and
isolated areas
START)
Director,
Support Services
(START)
Director,
Support Services
(START)
Within existing resources
From 2008
Maintain satisfaction rates as measure by O Week
Evaluation
Within existing resources
From 2008
Maintain satisfaction rates as measure by O Week
Evaluation
2008:
investigation of
feasibility
2009:
implementation
on basis of
feasibility study
Ongoing
To be determined on basis of feasibility study
2008:
investigation of
feasibility
2009:
implementation
on basis of
feasibility study
Positive evaluations as used by the Learning Centre
5
Introduction of Peer
Assisted Study Support
(PASS) programs where
appropriate
Director,
Support Services
(Director, Learning
Centre)
0.5 staff member
investigating feasibility
5
Increased availability and
delivery of in-house
discipline specific
learning support
Focused learning support
for students admitted
with significant RPL
Director,
Support Services
(Director, Learning
Centre)
Director,
Support Services
(Director, Learning
Centre)
Will require increased
staffing
5
Explanatory Note:
Students who are granted
100 or more credits of
RPL often struggle
within their courses.
They are relatively easy
to identify and can be
offered appropriate
learning support.
Will require increased
staffing
Positive evaluations as used by the Learning Centre
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
5
Focused learning support
for mature-aged students
Explanatory Note: Being
in a mature-aged
category is the single
largest risk factor for
attrition.
Director,
Support Services
(Director, Learning
Centre)
Will require increased
staffing
Ongoing
Positive evaluations as used by the Learning Centre
Acknowledgments
A substantial number of members of the Curtin community have contributed to the development of the retention plan. Thanks are extended to:
Shelley Yeo; Annette Seeman; Beverley Oliver; Veronica Goerke; Sue Jones; Michelle Webb; Doug Yorke; Michelle Rogers; Sonia Ferns; Simon Roy; John Rowe; Karen
Shanks; David Packer; John Fielder; Amy Dawson; Collette Swindles; Jennie Walsh; Jeanne Dawson; Sue Trinidad; Karina Shand; Michelle Webb; John Ballard; Katie
Dunworth; Val Reubenheimer; Leisa Wheatland; David Lee-Steere; Julie Howell; Gerry Crowhust; Andre Lee; Di Regan-Roots; Shelagh Pascoe; Jackie Weinman; Anita
Lee Hong; Len Bailey; Robyn Quin; Jane den Hollander
Key to Factor(s) Addressed by the Intervention
General Factor 1 - Appropriate motivation to undertake the course for which the student has enrolled; General Factor 2 - Appropriate capacity to enter the course
General Factor 3 - Suitable background support variables; General Factor 4 - Development of positive relationships and functional connections with members of the University community
General Factor 5 - Development of effective learning skills – including IT skills and effective use of the library; General Factor 6 - Timely access and use of support services
Appendix One: Full tables of statistics from the Department of Education, Employment and Workplace Relations
(Source: http://www.dest.gov.au/NR/rdonlyres/F58D9567-AB72-4C11-9650-6C29D996EBAF/16378/Appendix4aAttritionRetentionandProgress.xls)
Table 1. Crude Attrition Rate (a) for all domestic commencing bachelor students by State and Higher
Education Provider,
2001 to 2004
State/Higher Education Provider
New South Wales
Charles Sturt University
Macquarie University
Southern Cross University
The University of New England
The University of New South Wales
The University of Newcastle
The University of Sydney
University of Technology, Sydney
University of Western Sydney
University of Wollongong
Total New South Wales
Victoria
Deakin University
La Trobe University
Monash University
RMIT University
Swinburne University of Technology
The University of Melbourne
University of Ballarat
Victoria University
Total Victoria
Queensland
Central Queensland University
Griffith University
James Cook University
Queensland University of Technology
The University of Queensland
University of Southern Queensland
University of the Sunshine Coast
2001
2002
2003
2004
22.6
16.01
32.49
27.51
11.71
14.7
13.43
13.37
22.94
14.55
18.32
22.47
15.58
32.27
27.85
12.4
17.36
14.06
13.52
20.95
15.22
18.68
21.69
13.01
28.18
26.46
11.06
15.4
13.1
10.93
20.01
14.55
17.29
22.5
12.32
30.71
26.31
11.81
14.96
11.66
13.21
22.25
13.6
17.59
20.63
21.3
15.36
17.99
18.68
9.94
19.98
24.6
17.92
20.95
22.39
15.97
17.45
19.51
10.27
20.79
22.9
18.23
20.09
21.75
14.14
16.82
18.34
9.13
21.41
24.23
17.56
19.28
20.87
13.58
17.09
19.12
8.92
20.6
21.07
16.62
25.11
20.08
25.35
18.63
16.42
26.51
32.83
25.48
23.98
27.09
19.84
16.85
27.51
39.32
27.01
24.12
27
17.62
16.94
27.71
40.09
24.79
24.38
26.48
19.18
15.33
30.12
37.49
Total Queensland
Western Australia
Curtin University of Technology
Edith Cowan University
Murdoch University
The University of Notre Dame Australia
The University of Western Australia
Total Western Australia
South Australia
The Flinders University of South Australia
The University of Adelaide
University of South Australia
Total South Australia
Tasmania
Australian Maritime College
University of Tasmania
Total Tasmania
Northern Territory
Batchelor Institute of Indigenous Tertiary Education
Charles Darwin University
Total Northern Territory
Australian Capital Territory
Australian Defence Force Academy
The Australian National University
University of Canberra
Total Australian Capital Territory
Multi-State
Australian Catholic University
Total Multi-State
TOTAL
21
22.71
22.61
22.57
16.99
23.94
20.78
28.11
14.41
19.41
19.74
23.52
22.33
21.4
12.36
20.11
18.79
24.39
20.71
20.14
12.58
19.8
16.27
23.53
22.2
19.37
12.16
18.87
21.72
18.07
21.05
20.39
22.18
18.1
21.09
20.61
21.07
18.14
19.08
19.37
19.7
16.3
20.53
19.21
23.81
18.2
18.35
22.82
19.39
19.52
28.86
19.37
19.73
30.15
20
20.32
20
34.9
34.79
38.3
34.5
34.63
44.44
33.88
34.02
34.38
32.54
32.59
10.14
17.44
19.75
18.1
4.29
17.78
18.48
17.34
7.54
13.81
18.58
15.88
8.56
11.11
17.6
14.1
21.15
21.15
19.23
19.75
19.75
19.88
20.32
20.32
19.07
18.61
18.61
18.79
(a) Crude attrition rate year(x) = proportion of students commencing a bachelor course in year (x) who neither complete nor return in year (x + 1)
Table 2. Crude Attrition Rate (a) for all overseas commencing bachelor students by State and Higher
Education Provider,
2001 to 2004
State/Higher Education Provider
2001
2002
2003
2004
New South Wales
Charles Sturt University
Macquarie University
Southern Cross University
The University of New England
The University of New South Wales
The University of Newcastle
The University of Sydney
University of Technology, Sydney
University of Western Sydney
University of Wollongong
Total New South Wales
Victoria
Deakin University
La Trobe University
Monash University
RMIT University
Swinburne University of Technology
The University of Melbourne
University of Ballarat
Victoria University
Total Victoria
Queensland
Central Queensland University
Griffith University
James Cook University
Queensland University of Technology
The University of Queensland
University of Southern Queensland
University of the Sunshine Coast
Total Queensland
Western Australia
Curtin University of Technology
Edith Cowan University
Murdoch University
The University of Notre Dame Australia
The University of Western Australia
Total Western Australia
South Australia
The Flinders University of South Australia
14.84
9.5
29
12.74
5.19
15.23
7.91
8.21
11.8
11.92
11.31
18.79
9.52
44.16
18.43
5.43
13.45
7.4
7.3
6.95
11.51
11.32
16.24
6.52
23.08
16.67
6.2
14.49
7.49
10.57
10.26
17.47
12.4
16.96
6.8
13.01
17.45
5.92
13.13
6.75
7.7
15.93
11.69
11.06
10.8
9.06
8.8
15.58
10.91
28.6
11.62
31.87
15.9
11.87
12.33
8.81
17.4
13.8
29.62
11.46
27.91
17.13
8.3
12.5
8.62
12.9
9.8
28.63
22.71
23.81
15.01
8.65
10.16
9.69
14.7
9.53
27.09
21.93
18.92
14.85
15.34
19.46
17.38
7.48
6.3
29.03
22.22
15.72
18.23
21.76
19.43
7.26
5.63
31.4
16.22
17.38
20.99
14.32
27.83
5.07
7.06
23.94
13.85
15.72
19.2
11.99
26.29
6.37
5.05
21.16
14.63
14.52
13.17
15.59
8.24
n/a
5.36
12.22
9.09
12.35
8.37
15.18
8.7
9.66
9
11.03
9.91
16.81
8.98
9.55
11.91
9.26
16.92
17.89
5.75
11.59
11.99
10.59
8.59
11.56
The University of Adelaide
University of South Australia
Total South Australia
Tasmania
Australian Maritime College
University of Tasmania
Total Tasmania
Northern Territory
Charles Darwin University
Total Northern Territory
Australian Capital Territory
Australian Defence Force Academy
The Australian National University
University of Canberra
Total Australian Capital Territory
Multi-State
Australian Catholic University
Total Multi-State
TOTAL
7.64
11.46
10.94
7.53
9.7
9.31
6.4
11.37
9.93
8.1
10.06
9.75
36.84
8.41
10.79
45.71
10.08
12.48
39.13
9.78
10.42
52.63
11.04
12.09
44.44
44.44
25.93
25.93
32.35
32.35
11.43
11.43
0
6.64
12.65
9.9
0
5.7
12.63
9.07
0
7.16
15.75
11.34
16.67
10.54
11.68
11.15
13.7
13.7
13.81
20
20
14.08
13.79
13.79
13.25
13.74
13.74
13.01
(a) Crude attrition rate year(x) = proportion of students commencing a bachelor course in year (x) who
neither complete nor return in year (x + 1)
Table 3. Crude Attrition Rate (a) for all commencing bachelor students by State and Higher
Education Provider,
2001 to 2004
State/Higher Education Provider
New South Wales
Charles Sturt University
Macquarie University
Southern Cross University
The University of New England
The University of New South Wales
The University of Newcastle
The University of Sydney
University of Technology, Sydney
University of Western Sydney
2001
2002
2003
2004
20.75
14.86
32.13
26.67
10.31
14.75
12.71
12.57
20.67
21.49
13.86
33.27
27.26
10.81
16.87
13.02
12.25
17.57
20.15
10.94
27.31
25.84
9.88
15.28
12.21
10.85
17.92
21.2
10.41
27.73
25.66
10.6
14.67
10.81
11.84
21.33
University of Wollongong
Total New South Wales
Victoria
Deakin University
La Trobe University
Monash University
RMIT University
Swinburne University of Technology
The University of Melbourne
University of Ballarat
Victoria University
Total Victoria
Queensland
Central Queensland University
Griffith University
James Cook University
Queensland University of Technology
The University of Queensland
University of Southern Queensland
University of the Sunshine Coast
Total Queensland
Western Australia
Curtin University of Technology
Edith Cowan University
Murdoch University
The University of Notre Dame Australia
The University of Western Australia
Total Western Australia
South Australia
The Flinders University of South Australia
The University of Adelaide
University of South Australia
Total South Australia
Tasmania
Australian Maritime College
University of Tasmania
Total Tasmania
Northern Territory
Batchelor Institute of Indigenous Tertiary Education
Charles Darwin University
13.91
17.13
14.14
17.2
15.33
16.27
13.12
16.29
19.3
19.77
13.42
16.84
16.87
15.03
17.46
25.98
17.38
19.17
21.42
13.52
17.43
17.96
16.34
17.95
24.02
17.91
17.46
20.56
12.23
14.99
16.07
15.29
21.83
24.14
16.8
17
19.03
12.25
15.96
16.51
14.48
21.09
20.48
16.07
20.84
20
24.75
17.25
15.27
27.13
32.6
20.09
22.44
23.65
26.58
18.37
15.29
28.56
38.64
21.76
24.5
22.35
27.07
15.7
15.57
26.67
38.83
21.26
22.36
21.84
26.46
17.38
13.82
27.52
36.19
20.88
15.52
22.67
18.36
28.11
13.21
17.67
15.67
21.82
19.55
20.51
11.72
17.53
14.02
22.07
18.8
19.73
11.95
16.84
14.12
20.97
20.84
19.25
11.03
16.65
20.96
16.94
18.44
18.63
21.22
16.52
18.64
18.75
19.94
16.26
17.09
17.58
18.75
14.68
18.11
17.36
27.27
17.19
17.54
27.17
18.4
18.74
30.23
17.32
17.77
35.06
17.61
18.14
20
35.14
38.3
34.18
44.44
33.84
34.38
31.99
Total Northern Territory
Australian Capital Territory
Australian Defence Force Academy
The Australian National University
University of Canberra
Total Australian Capital Territory
Multi-State
Australian Catholic University
Total Multi-State
TOTAL
35.04
34.31
33.98
32.05
9.93
16.16
18.82
17.13
4.2
16.05
17.66
16.22
7.37
12.46
18.1
15.08
8.72
11.02
16.74
13.68
20.77
20.77
18.15
19.76
19.76
18.64
19.73
19.73
17.71
17.98
17.98
17.39
(a) Crude attrition rate year(x) = proportion of students commencing a bachelor course in year (x)
who neither complete nor return in year (x + 1)
Students, Selected Higher Education
Statistics (DEST)
Table 4. Retention Rate (a) for all domestic commencing bachelor students by State and Higher Education
Provider,
2001 to 2004
State/Higher Education Provider
New South Wales
Charles Sturt University
Macquarie University
Southern Cross University
The University of New England
The University of New South Wales
The University of Newcastle
The University of Sydney
University of Technology, Sydney
University of Western Sydney
University of Wollongong
Total New South Wales
Victoria
Deakin University
La Trobe University
Monash University
2001
2002
2003
2004
76.64
83.64
66.99
71.76
88.17
85.04
86.3
86.39
76.34
85.2
81.27
76.79
84.26
67.3
71.48
87.51
82.38
85.55
86.33
78.02
84.6
80.89
77.6
86.76
70.56
72.84
88.82
84.36
86.56
88.89
79.55
85.27
82.32
76.62
87.54
68.13
72.88
88.06
84.83
87.7
86.65
76.75
86.21
81.87
79.01
78.25
84.03
78.71
77.17
83.57
79.43
77.77
85.47
80.45
78.61
86.15
RMIT University
Swinburne University of Technology
The University of Melbourne
University of Ballarat
Victoria University
Total Victoria
Queensland
Central Queensland University
Griffith University
James Cook University
Queensland University of Technology
The University of Queensland
University of Southern Queensland
University of the Sunshine Coast
Total Queensland
Western Australia
Curtin University of Technology
Edith Cowan University
Murdoch University
The University of Notre Dame Australia
The University of Western Australia
Total Western Australia
South Australia
The Flinders University of South Australia
The University of Adelaide
University of South Australia
Total South Australia
Tasmania
Australian Maritime College
University of Tasmania
Total Tasmania
Northern Territory
Batchelor Institute of Indigenous Tertiary
Education
Charles Darwin University
Total Northern Territory
Australian Capital Territory
Australian Defence Force Academy
The Australian National University
University of Canberra
81.35
81.07
89.89
79.97
74.45
81.59
82.17
80.09
89.48
79.1
76.34
81.35
82.39
80.88
90.62
78.51
75.01
81.93
81.93
79.85
90.78
79.23
77.82
82.85
74.44
79.66
74.28
81.19
83.24
73.14
66.86
78.7
74.09
75.72
72.63
80
82.88
72.08
60.69
77.02
72.54
75.54
72.7
82.2
82.81
71.82
59.78
77.1
74.92
75.36
73.3
80.62
84.48
69.56
62.45
77.19
82.69
75.7
78.47
71.76
85.12
80.14
80.09
76.19
76.96
77.95
87.34
79.55
81.01
75.28
78.48
79.86
87.02
79.81
83.5
76.07
77.19
80.52
87.48
80.77
77.73
81.34
78.45
79.07
77.35
81.33
78.38
78.86
78.22
81.29
80.4
80.04
79.64
83.18
78.94
80.23
75.96
81.34
81.18
76.55
79.99
79.87
69.72
80.03
79.65
68.22
79.38
79.02
90
63.93
64.13
50
64.6
64.23
53.33
65.14
65
64.52
66.35
66.31
89.82
82.17
79.83
95.68
82.11
81.07
92.46
85.75
81.05
91.35
88.39
81.76
Total Australian Capital Territory
Multi-State
Australian Catholic University
Total Multi-State
TOTAL
81.52
82.4
83.74
85.36
78.33
78.33
80.34
79.86
79.86
79.72
79.28
79.28
80.5
80.96
80.96
80.74
(a) Retention rate year(x) = the number of students who commenced a bachelor course in year (x) and continue
in year (x+1) as a proportion of students who commenced a bachelor course in year (x) and did not complete the
course in year (x)
(a) Retention rate year(x) = the number of students who commenced a bachelor course in year (x) and continue in year (x+1) as a proportion of students who commenced a
bachelor course in year (x) and did not complete the course in year (x)
Table 5. Retention Rate (a) for all overseas commencing bachelor students by State and Higher Education
Provider,
2001 to 2004
State/Higher Education Provider
New South Wales
Charles Sturt University
Macquarie University
Southern Cross University
The University of New England
The University of New South Wales
The University of Newcastle
The University of Sydney
University of Technology, Sydney
University of Western Sydney
University of Wollongong
Total New South Wales
Victoria
Deakin University
La Trobe University
Monash University
RMIT University
Swinburne University of Technology
The University of Melbourne
University of Ballarat
2001
2002
2003
2004
84.47
90.43
69.72
86.96
94.72
83.88
91.93
91.7
86.14
85.9
87.95
80.45
90.43
55.84
80.44
94.5
86.27
92.46
92.6
91.39
87.11
87.93
83.35
93.46
75
81.64
93.75
84.8
92.43
89.37
87.28
81.31
86.89
82.28
93.19
86.1
81.4
94.02
86.3
93.09
92.26
80.85
87.92
88.47
88.79
90.13
90.92
83.61
88.66
70.52
80.61
87.86
87.4
90.92
81.84
85.66
69.66
81.87
91.31
87.3
91.11
86.6
89.86
70.85
76.24
91.13
89.05
89.99
84.84
89.7
72.32
77.67
Victoria University
Total Victoria
Queensland
Central Queensland University
Griffith University
James Cook University
Queensland University of Technology
The University of Queensland
University of Southern Queensland
University of the Sunshine Coast
Total Queensland
Western Australia
Curtin University of Technology
Edith Cowan University
Murdoch University
The University of Notre Dame Australia
The University of Western Australia
Total Western Australia
South Australia
The Flinders University of South Australia
The University of Adelaide
University of South Australia
Total South Australia
Tasmania
Australian Maritime College
University of Tasmania
Total Tasmania
Northern Territory
Charles Darwin University
Total Northern Territory
Australian Capital Territory
Australian Defence Force Academy
The Australian National University
University of Canberra
Total Australian Capital Territory
Multi-State
Australian Catholic University
Total Multi-State
TOTAL
67.76
83.22
71.71
82.11
75.1
84.48
80.21
84.63
84.23
80.39
81.51
91.58
93.26
69.58
77.78
83.49
81.45
77.74
77.78
91.78
94.1
66.92
83.78
81.74
78.63
85.47
71.04
94.37
92.32
75.23
85
83.55
80.49
87.85
72.13
92.94
94.54
78.03
84.21
84.82
86.13
83.99
91.47
n/a
94.55
87.26
90.53
87.33
91.37
84.82
91.17
90.01
90.5
88.41
89.68
83.19
90.85
89.98
87.39
89.91
81.74
82.11
94.09
87.7
87.25
91.94
87.67
88.27
88.51
91.9
90.01
90.26
90.73
93.14
87.55
89.2
87.04
91.63
89.02
89.48
61.11
90.49
87.87
52.94
89.18
86.65
60.87
89.79
89.12
47.37
88.61
87.54
54.29
54.29
72
72
67.65
67.65
87.5
87.5
100
93.23
86.33
89.59
100
94.3
86.78
90.73
100
92.76
83.57
88.36
83.33
89
87.06
88.02
85.19
85.19
85.4
77.85
77.85
85.21
82.44
82.44
86.11
84.02
84.02
86.39
(a) Retention rate year(x) = the number of students who commenced a bachelor course in year (x) and
continue in year (x+1) as a proportion of students who commenced a bachelor course in year (x) and did
not complete the course in year (x)
Students, Selected Higher Education
Statistics (DEST)
Table 6. Retention Rate (a) for all commencing bachelor students by State and Higher Education Provider, 2001 to
2004
State/Higher Education Provider
New South Wales
Charles Sturt University
Macquarie University
Southern Cross University
The University of New England
The University of New South Wales
The University of Newcastle
The University of Sydney
University of Technology, Sydney
University of Western Sydney
University of Wollongong
Total New South Wales
Victoria
Deakin University
La Trobe University
Monash University
RMIT University
Swinburne University of Technology
The University of Melbourne
University of Ballarat
Victoria University
Total Victoria
Queensland
Central Queensland University
Griffith University
James Cook University
Queensland University of Technology
The University of Queensland
University of Southern Queensland
2001
2002
2003
2004
78.49
84.85
67.26
72.63
89.57
84.93
87.04
87.22
78.14
85.35
82.37
77.76
86.02
66.33
72.01
89.11
82.86
86.64
87.61
80.87
85.28
82.26
79.24
88.92
71.29
73.36
90.02
84.41
87.5
89
80.97
84.25
83.25
77.95
89.5
71.09
73.48
89.29
85.05
88.65
88.05
77.28
86.64
83.18
80.31
79.66
86.07
82.41
82.8
84.66
80.1
73.15
82.02
80.49
78.16
86.08
82.03
81.58
83.26
79.7
75.29
81.57
82.04
79
87.41
84.36
83.29
84.33
77.8
75.03
82.69
82.73
80.32
87.46
83.33
82.48
85.08
78.66
78.48
83.4
78.69
79.76
74.8
82.36
84.34
72.29
77.18
76.02
72.94
81.24
84.4
70.74
75.08
77.33
72.56
83.92
84.05
72.75
77.34
77.91
73.19
82.21
85.88
71.97
University of the Sunshine Coast
Total Queensland
Western Australia
Curtin University of Technology
Edith Cowan University
Murdoch University
The University of Notre Dame Australia
The University of Western Australia
Total Western Australia
South Australia
The Flinders University of South
Australia
The University of Adelaide
University of South Australia
Total South Australia
Tasmania
Australian Maritime College
University of Tasmania
Total Tasmania
Northern Territory
Batchelor Institute of Indigenous Tertiary
Education
Charles Darwin University
Total Northern Territory
Australian Capital Territory
Australian Defence Force Academy
The Australian National University
University of Canberra
Total Australian Capital Territory
Multi-State
Australian Catholic University
Total Multi-State
TOTAL
67.09
79.51
61.38
77.84
60.91
78.33
63.61
78.75
83.99
76.95
80.98
71.76
86.38
81.84
84.01
77.87
79.83
78.95
88.02
82.11
85.53
77.49
80.46
80.27
87.69
82.69
85.38
78.42
78.32
80.65
88.64
82.82
78.45
82.47
80.87
80.72
78.22
82.85
80.87
80.7
79.3
83.13
82.15
81.7
80.45
84.85
81.16
81.97
72.14
82.2
81.85
72.07
80.94
80.6
68.48
82.1
81.63
63.47
81.83
81.28
90
63.68
63.88
50
64.87
64.51
53.33
65.2
65.07
64.52
66.87
66.82
90.03
83.48
80.64
82.46
95.77
83.87
81.86
83.53
92.63
87.2
81.47
84.55
91.19
88.49
82.49
85.72
78.67
78.67
81.33
79.76
79.76
80.87
79.51
79.51
81.78
81.31
81.31
82.08
(a) Retention rate year(x) = the number of students who commenced a bachelor course in year (x) and continue in
year (x+1) as a proportion of students who commenced a bachelor course in year (x) and did not complete the course
in year (x)
Appendix Two: Internal Curtin data provided by Strategy and Planning
FIRST YEAR RETENTION
Curtin Domestic Bachelor Students
Returning
Year
% Returning to same
Course (a)
% Returned to a
differnt Course (b)
"Course to Course"
Retention
2004
2005
2006
2007
2008 (prelim)
72.8%
75.1%
73.6%
74.1%
73.7%
8.6%
9.0%
8.8%
9.0%
9.7%
% Retained
Overall (c) = (a+b)
% Lost
(100%-c)
"Retention"
"Attrition"
81.4%
84.1%
82.3%
83.2%
83.4%
18.6%
15.9%
17.7%
16.8%
16.6%
Curtin International Offshore Bachelor Students
Returning
Year
% Returning to same
Course (a)
% Returned to a
differnt Course (b)
"Course to Course"
Retention
2004
2005
2006
2007
2008 (prelim)
85.4%
82.0%
82.2%
87.4%
84.8%
0.6%
1.8%
1.5%
2.2%
1.6%
% Retained
Overall (c) = (a+b)
% Lost
(100%-c)
"Retention"
"Attrition"
86.0%
83.9%
83.7%
89.6%
86.4%
14.0%
16.2%
16.3%
10.4%
13.6%
All Curtin Bachelor Students
Returning
Year
% Returning to same
Course (a)
% Returned to a
differnt Course (b)
"Course to Course"
Retention
2004
2005
2006
2007
2008 (prelim)
79.9%
79.6%
77.9%
79.4%
79.1%
5.5%
6.0%
6.2%
6.5%
6.2%
% Retained
Overall (c) = (a+b)
% Lost
(100%-c)
"Retention"
"Attrition"
85.4%
85.6%
84.1%
85.9%
85.3%
14.6%
14.5%
15.9%
14.1%
14.7%
Appendix Three: 2002 Data: from DEST Higher Education Attrition Rates 1994-2002: A Brief Overview RESEARCH NOTE No.1 March 2004
(Source: http://www.dest.gov.au/NR/rdonlyres/8A245011-4F59-4D99-9D97-A1AD89D0C669/1043/1.pdf )
Table 1: Crude Attrition Rates for Domestic Students 2002 for selected universities
Institution
University of NSW
RMIT University
Queensland University of Technology
Curtin University of Technology
All students
15.6%
18.8%
17.2%
19.0%
Undergraduate Students
10.4%
14.9%
16.0%
16.5%
Table 2: Crude Attrition Rates for Domestic Students 2002 for Western Australian universities
Institution
Curtin University of Technology
Edith Cowan University
Murdoch University
University of Notre Dame Australia
University of Western Australia
State Sub-total
All students
19.0%
22.2%
17.6%
24.3%
12.1%
18.4%
Undergraduate Students
16.5%
21.6%
16.3%
20.3
10.0%
16.8