The impact of academic success tutors and coaches on first-year student outcomes

Abstract

This study presents findings from the evaluation of the Academic Success Tutors/Coaches (AST/C) initiative in the 2023/24 academic year at a widening participation university in England. Aimed at improving student continuation in target areas, the AST/Cs were deployed across faculties to provide extra support, acting as a bridge between academic staff and foundation or first-year students. The study encompasses a multi-faceted analysis, including comparisons with data from previous years. It seeks to understand the initiative's influence on student outcomes and experiences. Quantitative data from assessment results in the 2023/24 academic year were compared to those from the previous two years. Descriptive statistics and Chi-square test were used to examine first-assessment pass rates, resit occurrences, and student withdrawals across faculties. In parallel, qualitative data were collected through an online survey with 112 students, interviews with 15 students and focus groups with 10 tutors/coaches. These data explored the effectiveness of the AST/C intervention and provided detailed accounts of support experiences. Overall, the AST/C intervention improved pass rates and reduced resit rates compared to the previous two years in all but one faculty. In terms of withdrawals, there was a decrease in all of the target faculties. Feedback from both students and tutors/coaches provided additional evidence of the intervention’s positive impact. Limitations were acknowledged, and considerations for future improvements were discussed.