Enablers Priority 2: We will use data, analytics, and technology to understand our students and their diverse needs – Access and Student Success Strategy 2025, University of Leeds.
At the University of Leeds, we are constantly refining how we support our students academically and pastorally. By identifying students who may be struggling as early as possible, we can connect them with services that can help and avoid feelings that may cause them to leave the University before completing their course.
Bringing together two key factors — better data and compassion — has helped the University to tackle student disengagement and potentially avoid future turmoil and non-continuation.
StREAM Learning Analytics is a new system embedded in the University which helps us understand student engagement at an individual level, spotting trends such as absences and non-completion of work. The StREAM platform monitors when students engage at regular touchpoints such as logging into the virtual learning environment or using their library card. A decreasing number of interactions with university services can indicate the students that may be facing potential challenges and flag those who might benefit from some additional support.
Using this system, we are piloting a strength-based intervention initiative where designated University staff reach out to students who are identified as low engagers to discuss how they are getting on, whether they have any academic or pastoral problems, and put them in touch with services that can help.
Online identification, human outreach
It is important that students understand that this isn't a ‘Big Brother’ exercise, but rather a gentle way to ensure that they receive the right help to stay on track and achieve their potential. The callers are not academic staff connected to their course but people, typically graduates, recruited on the basis of their communication skills and understanding of the student experience. They spend as long as necessary on the phone with a flagged student — over an hour sometimes, depending on the student’s needs.
One caller, Chantelle Fuller, says that most students are happy to be called. “The tone of the calls is not punitive at all. It’s all about, ‘we’re worried about you and wondered what support you may need.’ Some students have really struggled to reach out to anyone, and someone like me calling is the boost they need. After the call, they may be in touch with their GP, get hold of what they need and start getting their life back together.”
“It’s reassuring when students say that this little extra step in the process makes it less intimidating,” says Will Reid, another caller. “They recognise that we’re recent graduates ourselves, so we’re more approachable and it’s a lot less daunting than if they were going in for a meeting with their personal tutor. It’s an extra chance for them to deal with issues before things progress to a more intense stage.”
Turning a negative into a positive
Chantelle agrees. “If you’re a person struggling with mental health issues, you’re probably not going to be logging in or checking emails. By giving them a call, you’re removing a barrier.”
The pilot study is running across four schools in the Faculty of Arts, Humanities and Cultures and in three schools in the Faculty of Engineering and Physical Sciences. In the first semester of 2022-23, 61 students received a call.
The most common reasons cited by students for lack of engagement were mental health issues, illness, stress, and managing disabilities or neurodivergence. Early data suggests that students who spoke to a caller were more likely to be still registered on their course in Semester 2 at the start of February and almost three-quarters had no further engagement issues three weeks after their call.
Data from the 2022/23 pilot suggests that students who spoke to a caller were more likely to continue to be registered on their course in Semester 2 and almost three-quarters had no further engagement issues three weeks after their call.
With the success of the pilot project, there are plans to expand the approach to all schools across the University and for it to become a key route to supporting students and ensuring progression through their years at Leeds.
To find out more about StREAM Analytics at Leeds and our Student Engagement Callers, get in touch by emailing studentsuccess@leeds.ac.uk.