All institutions identified retention as a key driver for LA activity. However, there emerged significant qualitative differences across institutions vis-à-vis how retention was ‘constructed’ and ultimately addressed through LA.
Two clear trajectories of LA-related retention activity were identified.
- Institutions identifying measurement and retention as their ultimate motivation
- Retention typically conceptualised as an independent, reified and proximal phenomenon
- Most institutions had implemented retention-related LA programs: contacting students at risk a common program
- Limited or no evidence that institutions were preparing to extend their LA activity to teaching and learning domains
- Institutions identifying enhanced learning and experience outcomes as a means to retention
- Retention an embedded and interdependent consequence of broader teaching and learning experience
- LA focus extended beyond retention to broader, more holistic retention and student success strategies