Insights from a study on non-submission of assignments: How can students best be supported?

Authors

DOI:

https://doi.org/10.47408/jldhe.vi25.964

Abstract

Non-submission of summative assignments has an impact on a significant minority of students but is not well understood (Prinsloo, 2019). At the University of Northampton, 70% of Integrated Foundation Year (IFY) students have a non-submission on their academic profile as they enter Level 4 and nearly 10% of all student assignments overall are not submitted (Coulson and Loddick, 2021). Students who fail to submit initially are offered a second submission point, but their grade is capped at 40%: data suggests that addressing this could close 50% of the GEM (Global Ethnic Majority) attainment gap.

 

A study was initiated in partnership with IFY academic staff to research into the experience and implications of non-submission of assignments for GEM and non-GEM students in IFY. The project aimed to understand the long-term implications in terms of academic outcomes through understanding why students fail to submit and how they recover from this. Data on student outcomes in recent years was interrogated and interviews were planned with current and former IFY students who had failed to submit at least one assignment. These interviews were conducted by existing IFY students to encourage an open dialogue.  Following low levels of participation in the research, the project was widened by inviting all undergraduates who had failed to submit at least one assignment to complete a survey with open-ended questions exploring the non-submission. Insights from this study will be reported, which will inform the practice of both Learning Developers and lecturers. If we can offer timely and appropriate support, we may be able to promote assignment submission, which in turn could improve student retention. This would allow more students to achieve their goals and contribute to a sustainable model of higher education.

Author Biographies

Samantha King, University of Northampton

Samantha King has been a Learning Development tutor at the University of Northampton since 2018. Prior to this, she gained several years’ experience as an EAP lecturer in higher education. She is an ALDinHE Certified Practitioner and a Fellow of AdvanceHE. Her research interests include supporting widening participation in the HE sector and the development of academic writing skills among students.
Bourdieu, P. (1997) 'The Forms of Capital', in Halsey, A.H., Lauder, H., Brown, P. and Wells, A.S. (eds.) Education, Culture, and Society (pp. 241 – 258). Oxford: Oxford University Press.

Alison Loddick, University of Northampton

Alison Loddick is a Maths and Statistics Learning Development tutor at the University of Northampton. Her research focuses on why university students engage and disengage with their studies.

Tim Curtis, University of Northampton

Tim Curtis is an associate professor in social innovation, systems thinking and sustainability. He is Programme Leader for the Integrated Foundation Year at the University of Northampton and has extensive experience of developing high impact learning and teaching strategies in higher education.

Deepak Bhachu, University of Northampton

Deepak Bhachu is a Senior Lecturer and Cognate Leader in Business, Management and Marketing for the Integrated Foundation Year at the University of Northampton. A lecturer with 14 years of experience and a background in Sociology, he is passionate about supporting students in their academic journey, with a specific focus on removing barriers to achievement in higher education.

References

Coulson, K. and Loddick, A. (2021) ‘Non-submission of assessments – the impact on the BAME attainment gap’, Association for Learning Development in Higher Education (ALDinHE) Conference. Online 7-9 April.

Prinsloo, P. (2019) ‘Tracking (un) belonging: at the intersections of human-algorithmic student support’, Pan-Commonwealth Forum. Edinburgh 9-12 September.

Thomas, L. (2012) Building student engagement and belonging in higher education at a time of change: final report of the What Works? Retention and Success Programme. Available at: https://www.heacademy.ac.uk/assets/documents/retention/what_works_final_report.pdf (Accessed: 9 September 2022).

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Published

28-10-2022

How to Cite

King, S. (2022) “Insights from a study on non-submission of assignments: How can students best be supported?”, Journal of Learning Development in Higher Education, (25). doi: 10.47408/jldhe.vi25.964.

Issue

No. 25 (2022): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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