Engaging students ‘at risk’: repeat year and clearing entrants on Stage One of UCLan’s Combined and Joint Honours Programme

Abstract

This article discusses some findings of a three-year research project conducted at the University of Central Lancashire (UCLan) concerning the possible connection between withdrawal, student performance and support provision offered to students deemed "at risk". The article aims to examine the effectiveness of the link between support provision and the retention of students deemed at risk within stage one of the Combined Honours Degree Programme. It also explores data that suggest that students who enter higher education through non-traditional routes, "clearing entrants" and/or students who are repeating their first year of study require improved levels of support.