Lessons learnt from a substantial gain in student retention

High student dropout rates in higher education, particularly in the first year, are recognised as problematic by OECD countries, including Ireland (Organisation for Economic Co-operation and Development 2019). Decades of research have established that student attrition is multifactorial with mitigation requiring a multifaceted approach (Nora et al 1996). To date, there is very little evidence to contradict Tinto's assertion that substantial gains in student retention are hard to come by (Tinto 2006). This paper describes an evaluation of how a retention initiative in one faculty in an institute of higher education had a positive impact and was, in consequence, extended into a project designated as the Student Success Model (SSM). It encompassed three foundation blocks, six pillars, and twenty-seven actions. Underpinned by theoretical pragmatism and using mixed research methods, the evaluation of this wider project concluded that the SSM led to a substantial gain in student retention over a sustained period. Over 8 years, departmental non-progression reduced from 36% to 12%. SSM efficacy, it is argued below, stemmed from the totality of its measures, but with individual components being particularly crucial, such as designing a supportive first-year curriculum besides prioritising success rates in the autumn repeats.