Abstract

Higher education institutions have become increasingly concerned about retaining students largely because they are penalised financially for losing them. Whilst much has been written about the impact factors such as finances, family support and previous education has upon students’ withdrawal from higher education, much less focus appears to be on actual ‘classroom’ practices. Student-centred approaches to teaching and learning produce ‘higher quality learning outcomes’ in students and thereby facilitate students’ retention at university. For these reasons, this research sought to assess pedagogical practices at a University in the North of England. Six first-year tutors were interviewed and their teaching observed. Findings indicate that whilst tutors recognised the challenges their students faced in learning and staying-power at university, and despite some pockets of exemplary teaching practices, most tutors lacked ‘proper pedagogical knowledge’ about teaching and learning in higher education. The research has implications for university infrastructures, namely teacher-training and creative teaching strategies.