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Drawing on research and prior government review findings, it discusses drivers of attrition from both student and institution perspectives, reviews earlier admissions-transparency work, and incorporates context from changes in higher education and labour market needs. The report sets out findings, recommendations, expected completion outcomes, strategies to support informed student choices and study completion, plus shared best practice and transparency measures, including regression analysis and consultation 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education Higher Education Standards Panel  \nISBN  \n978-1-76051-156-2 [PDF]  \n978-1-76051-157-9 [DOCX]  \nWith the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution 4.0 International  \n( [http://creativecommons.org/licenses/by/3.0/au/](http://creativecommons.org/licenses/by/3.0/au/) ) licence.  \nThe details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY 4.0 International ( [http://creativecommons.org/licenses/by/4.0/legalcode](http://creativecommons.org/licenses/by/4.0/legalcode)) .  \nThe document must be attributed as Final Report-Improving retention, completion and success in higher education.  \nExecutive summary 4  \nRecommendations 9  \nExpectations of completion in the current context 11  \nSupporting students to make the right choices 16  \nSupporting students to complete their studies 21  \nSharing best practice 32  \nClarity of definitions and enhancing transparency 35  \nAccountability and regulation 41  \nAppendix A – Regression analysis 43  \nAppendix B – Terms of reference 51  \nAppendix C – Higher Education Standards Panel membership 52  \nAppendix D – Consultation process 53  \nExecutive summary  \nHigher education attrition is an issue that has concerned government and institutions for decades, and, indeed, is an issue that continues to cause concern.  \nExtensive research over the years has consistently shown the drivers of attrition to be both student and institution-based and many recommendations have focussed on institutions increasing support and services for students and holding institutions to account for student outcomes.  \nAustralia’s higher education attrition rates have been relatively stable for over a decade and it is clear many institutions already invest significantly to support their students. However, it is also apparent that some institutions are more successful than others at retaining students and their methods and strategies are of interest to the entire higher education community.  \nInnovation in higher education and the movement away from a traditional higher education experience to suit current and future labour market needs must be taken into account in current discussions on attrition.  \nThis final report of the Higher Education Standards Panel (the Panel) explains how this examination of retention, completion and success in higher education has come about. It looks at what the higher education sector is saying about the factors that impact on these issues and makes recommendations about how Australia can further build on its success in supporting students to succeed in their higher education studies.  \nThe story so far  \nIn September 2016, following the release of 2015 student data by the Department of Education and Training (the department), media reports suggested that high attrition rates are symptomatic of poor admission standards; the lower a student’s Australian Tertiary Admission Rank (ATAR) the greater the risk of non-completion; and as a result of the demand driven system, higher student numbers are leading to greater numbers of student drop-outs.  \nThe Panel argued in its November 2016 report, Improving the Transparency of Higher Education Admissions, that this media coverage was alarmist. Reports misrepresented the scale of the problem, using attrition rates that were unadjusted for the impact of students changing courses or institutions. However, the Panel also considered that it is not appropriate to be complacent about the issue and institutions should seek to reduce the levels of non-completion.  \nIn response to the Panel’s report, the Minister for Education and Training, Senator the Hon Simon Birmingham asked the Panel to examine Australian h","cbCaikz3zJtu4H7F","https://ap.wps.com/l/cbCaikz3zJtu4H7F","pdf",1322020,54,"English","# Executive summary\n# Recommendations\n# Expectations of completion in the current context\n# Supporting students to make the right choices\n# Supporting students to complete their studies\n# Sharing best practice\n# Clarity of definitions and enhancing transparency\n# Accountability and regulation\n# Appendix A – Regression analysis\n# Appendix B – Terms of reference\n# Appendix C – Higher Education Standards Panel membership\n# Appendix D – Consultation process","[{\"question\":\"What problem does the report address?\",\"answer\":\"The report focuses on improving retention, completion and success in higher education while addressing the continuing concern of higher education attrition.\"},{\"question\":\"Which factors does the report identify as drivers of attrition?\",\"answer\":\"It concludes that drivers come from both students and institutions, including learning environment, teaching ability, student engagement, student/staff ratios, student support, and personal factors such as financial, emotional, health, or life events.\"},{\"question\":\"How does the report propose improving student completion outcomes?\",\"answer\":\"It makes recommendations aimed at helping students make better choices, providing support to complete enrolled units, courses and qualifications, monitoring progress, improving teaching quality, and increasing transparency and accountability for completion rates.\"}]","Final Report - Improving retention, completion and success in higher education | PDF",1792061864,136]