Redemption and retention: considering the experiences of the 'saved students', those who have chosen to remain in university despite seriously considering leaving.

Yearsley, S (2026) Redemption and retention: considering the experiences of the 'saved students', those who have chosen to remain in university despite seriously considering leaving. Doctoral thesis, Liverpool John Moores University.

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Abstract

This thesis explores the factors that influence student continuation and retention within UK higher education. Situated within a realist social constructivist epistemology, the study recognises both the structural and individual dimensions that shape students’ experiences, motivations, and outcomes. While existing research often focuses on why students leave, this study instead seeks to understand why students stay, aiming to develop a holistic understanding of the factors that protect against attrition.
The research employed a sequential mixed-methods design, comprising two interrelated phases. Phase One involved semi-structured interviews with thirty-six participants who had seriously considered leaving their degree programmes but ultimately continued to completion. Thematic analysis identified interconnected themes, which informed the development of an analytical framework. A further output from phase one was the creation of a model of retention factors. This ‘Student Continuity Factors Model’ was explored further in phase two, which utilised Q methodology as a confirmatory and exploratory tool to refine and test the model and analytical framework. Participants ranked concourse statements representing potential risk and protective factors for continuation, allowing for the identification of five distinct student viewpoints. These findings confirmed the model factors of continuation while revealing additional nuance within student experiences.
Drawing together the findings, the study proposes a holistic model of attrition risk and four sub-models (belonging, demographics, supportive influences, and engagement dynamics), providing a conceptual tool for understanding retention across student populations. The model recognises the intersectionality of demographic, psychological, and institutional influences and highlights the protective role of support, belonging, and student agency. Therefore, the research contributes to the field by challenging deficit perspectives and advancing an asset-based, student-centred approach to retention. Offering practical implications for policy, pedagogy, and institutional practice; including early intervention, data-informed student support, and the cultivation of belonging across varied student contexts.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	Continuation; Completion; Higher Education; Retention; Students
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Education
Date of acceptance:	4 June 2026
Date of first compliant Open Access:	1 July 2026
Date Deposited:	01 Jul 2026 08:37
Last Modified:	01 Jul 2026 08:38
DOI or ID number:	10.24377/LJMU.t.00028752
Supervisors:	Carey, P, Frankham, J and Tracy, F
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28752

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