Editor’s note: All opinions expressed in this article belong to their respective author(s). Check our section “Voices” dedicated to opinion pieces on AUI Chronicle. This piece has been co-authored with Karim Bahoum.
Throughout my semesters at AUI, I noticed that the question of student retention* seemed to always be the subject of different discussions with friends and colleagues. Indeed, it is important to discuss the extent to which we are able to provide an adequate environment for new students with respect to both the academic and the student experience on campus. Recently, different students echoed a particular concern of not being able to properly adapt to the new environment they were brought to, taking into account the restrictions and the lack of diversity in activities they can partake in. Though, I have to admit that this kind of sentiment is always shared by a portion of students in their first semester.
One could only imagine the challenges faced by newly admitted students, transitioning from a typical Moroccan household and educational system in the context of a global pandemic. It is particularly difficult for new students this year to adapt to a new system. To illustrate, interactions with old students are reduced to a minimum this semester, going back home became an impossible mission, and clubs, as well as on-campus activities, are struggling to achieve a high level of diversity. To that extent, attrition this semester might become problematic if efforts are not made.
Detecting issues before they arise
One key component of student attrition is our ability to track sensitive elements constituting the student experience. These include the quantification of features that are relevant to students’ academic performance while making sure that students can report issues faced using a simple process. Sometimes, for some, starting their experience at AUI with “the wrong foot” can give a negative image of the next 4 years ahead. Hence, it is important to make sure that the quality of services offered is good and diverse by providing a varied palette of potential activities, engagement opportunities, and learning tracks that are solely extra-curricular.
In this sense, a combination of two major actions can be performed :
- Developing key metrics that give an idea of the student experience from an academic standpoint.
- Re-considering the ways we encourage student engagement at AUI, considering a more diverse approach to clubs by which student initiatives are supported through a proper mechanism.
Many reasons behind leaving
Retention rates are not useful if there isn’t a proper breakdown of the most recurrent reasons that cause students to drop out. It is important to point out the fact that students do not necessarily drop out because they do not like the AUI experience. In fact, other reasons are contributing to the latter such as health reasons, transferring to other universities, family reasons, etc. Acknowledging these factors and considering them when developing/restructuring programs at AUI might yield positive outcomes and thus, fill the gaps in our ability to cater to all students at AUI.
While polls and surveys are often used to evaluate student experiences at AUI, their high usage in our community kills their initial purpose which is to collect information. In the case of tracking reasons behind students dropping out, a more direct way of data collection, including focus groups, counseling services, or direct processes to deal with students who have issues, can help in gathering both quantitative and qualitative data about things that can be improved.
“You are not alone”
Virtually, every student questioned their choice of studying at AUI at a certain point in their experience. I believe that we are at a stage in which things are moving at a fast pace. We are faced with several situations in which our decision could change the course of our lives forever. This sentiment, along with integration in the community and the achievement of self-fulfillment, are important elements to keep in mind when developing programs aimed at reducing attrition.
With a growing number of students and a very uncertain future, our role as a community is to reflect on what could be improved to make sure that students feel comfortable when first entering AUI. While it sounds like a bunch of words that would look nice on a report, it is indeed a role that all members of our community, regardless of their status, have to take seriously.
Beyond AUI: Sense of Identity
Student retention is closely related to our ability to foster a sense of identity within AUI. As it was the case for many years, the university’s location in Ifrane provides us with a unique environment that fosters the ability to build a strong sense of identity. However, it also acts as a double-edged sword as we usually condition ourselves within a “cocoon” that separates us from our region and our country.
More can be done to enhance our presence in Morocco. For instance, AUI could host events and cooperate with other universities. This would allow Ifrane to become a hub where interactions with other communities and circles of knowledge can be fostered on a national level. Therefore, the common sense of identity at AUI can be developed by improving the university’s exposure to relevant issues in our society and the world. An environment where there is a strong sense of identity and a great number of interactions with external parties can contribute to reducing the aforementioned challenges.
Finally, I have to admit that the issue of retention is, of course, very complex. The ideas discussed in this opinion piece require additional reflection. In fact, they are only a glimpse of what can be done to tackle challenges often raised in the community. This could create and push a debate on different levels since it is a shared responsibility of various departments, including faculty, and executives as well as students.
*Student retention refers to the university’s ability to keep newly enrolled students after their first year while attrition refers to the opposite (meaning a reduction in the number of students that enroll in the university after their first semester).
