3. FEELING LFET OUT STAFF – STUDENT
“I felt that being a middle-class mature INTERACTION
student did not help my integration into
student life – I felt that my experience and “A lot is to do with getting on with tutors and
knowledge put me on a different footing from knowing what makes them tick….”7
other students”1
STRUGGLING TO CHANGE OF MIND
MAKE FRIENDS “I simply realised that I had chosen the wrong
field to study.” 1
“I find it hard to find a group of friends and I
can’t just presume people want to be friends
with me…” 6

4. SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
SOURCE: SOURCE:
8. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy)
Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London & 9. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press)
Philadelphia: Falmer Press)
10. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
(Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events 11. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Fresher’s Fairs and New Arrivals surveys.
including world cafes, Fresher’s Fairs and New Arrivals surveys.
12. Influences on student early departure as described by University of Greenwich Student Centre staff.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
13. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252. Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks) 14. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)

5. 1
MONEY STUDENT
PROBLEMS MINDSET
“I spent all my money too quickly and on the “There is a big jump from spoon-fed secondary
wrong things… This contributed to my work school to university. A lot of students are in the
slipping…..”2 wrong mind-set when they arrive and never seem to
escape it.”4
UNMET NOT CONFIDENT
EXPECTATIONS IN GROUPS
“The course was totally different to the “Tutorials had 25+ students only
explanation in the prospectus.”2 enabling the very self-confident
to dominate the proceedings.” 2
1

7. LACKING
STAFF ATTITUDES
STUDY SKILLS
/ WORKLOADS “….When you take notes you forget when they
are saying. When you go back to your notes
“...tutors were never around to help, and you wonder what you have written down….”3
when they were, they were very unhelpful....”1
COURSES NOT QUALITY OF
RELEVANT TEACHING
“There were too many subjects within the “It was very difficult and the course content
course that had no relevance to (industry)”2 was not explained before I embarked on it.”2

8. SOURCE: SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The 1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy) Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London & 2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press) Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education, 3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge) (Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events 4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys. including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff. 5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British 6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252. Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks) 7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
SOURCE: SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The 1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
Higher Education Academy) Higher Education Academy)
2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London & 2. Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press) Philadelphia: Falmer Press)
3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education, 3. Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge) (Abingdon: Routledge)
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events 4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
including world cafes, Freshers Fairs and New Arrivals surveys. including world cafes, Freshers Fairs and New Arrivals surveys.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
5. Influences on student early departure as described by University of Greenwich Student Centre staff.
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
Education Research Journal, 33:2, 235-252.
Education Research Journal, 33:2, 235-252.
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks)

9. SOURCE:
1. Yorke, M. & Longden, B. (2008) The First Year Experience of Higher Education in the UK (York: The
2.
LACK OF
Higher Education Academy)
Yorke, M. (1999) Leaving Early. Undergraduate Non-completion in Higher Education (London &
Philadelphia: Falmer Press) UNEXPECTED
3.
MOTIVATION
Crosling, G., Thomas, L. & Heagney, M. (2008) Improving Student Retention in Higher Education,
(Abingdon: Routledge)
WORKLOAD
4. Feedback from University of Greenwich students over the period 2009-2012, captured at events
“I including world cafes, Freshers Fairs and New Arrivals surveys.
felt I had arrived at university because it was
5. Influences on student early departure as described by University of Greenwich Student Centre staff. “I knew there’d be a lot of work involved, but I
the easiest option and ….. expected of me. I
6. Beard, C., Clegg, S. & Smith, K. (2007), ‘Acknowledging the affective in higher education’, British
2 didn’t expect that much work. It was also of a
wasn’tResearch Journal, 33:2, 235-252.
Education passionate about it.”
7. Bowl, M. (2003) Non-traditional entrants to Higher Education, (London: Trentham Bks) much higher standard than I expected.”1
PROBLEMS WITH CHALLENGED BY
ACADEMIC WRITING CRITICAL THINKING
“I know what I want to say but I don’t have the “I don’t know what tutors mean when they
right language to say it”.4 say.... ‘write a critique – be more analytical –
use your judgement’”4

11. GRADES NOT ISOLATION
IMPROVING
“I felt overwhelmed by the size of the
I don’t understand how to get better grades or
university – like a small fish in a big pond. I felt
what my feedback really means”.4
isolated and scared.....”2
DIFFICULTY ADAPTING TO
FINDING HELP INDEPENDENT STUDY
“No matter who you turned to, or where you “I had completed an access course where the
seeked (sic) someone’s aid, they seemed to be staff knew me….. At university this wasn’t the case
busy.”1 and...I couldn’t cope with the workload without
tutorial support”.1

13. QUALITY OF PERSONAL
FEEDBACK ON WORK DIFFICULTIES
“There was some work that I felt I was doing enough “….when it came to it, I had to put my family
in but I wasn’t really get the marks for it. Most of the first which meant leaving the course.”1
class agreed they weren’t getting a clear indication
as to what was required….”3
UNFAMILIAR TRAVEL
CULTURE DIFFICULTIES
“I don’t know the culture here....I need some “It took me over 2 hours to get to university that
help.” 4 along with a part time job…made it impossible to do
both. I had to keep my job due to financial
reasons…which affected my grades.1

15. HOMESICK HOMELESS
“I miss my friends and their ability to know “I have nowhere to live at the moment. I am
what I’m thinking without me saying sleeping at a friend’s but I don’t think I can
anything.” 6 stay very long. What can I do?” 5
UNDIAGNOSED LATE ARRIVAL
DISABILITY “I arrived late and everyone seems to have
made friends already.” 5
“I think I might be dyslexic” 5

16. STAFF – STUDENT
INTERACTION
“A lot is to do with getting on with the tutors
and knowing what makes them tick….”7

17. Activity developed by Educational Development Unit & the UG-FLEX project at
the University of Greenwich.
http://www2.gre.ac.uk/about/schools/eddev
www.gre.ac.uk/ils/ugflex