The UK is facing a persistent student attendance crisis in higher education, characterised by a rising number of students skipping in-person classes. This trend negatively impacts student experiences and affects resource allocation, such as classroom utilisation. A recent report in the Guardian indicates that students are forced to prioritise paid work due to financial pressures and many are disappointed with their overall university experience (Otte, 2024).

University education relies on social interaction, where students exchange views and collaborate. Research shows that such social interaction (see Okita, 2012) is essential for cognitive and affective learning (see De Felice et al., 2022) which are crucial for employability (see Kochhar, 2020). Therefore, absenteeism can lead to a diminished sense of belonging among students and adversely affect their educational experiences.

Students balancing work or caregiving responsibilities are particularly susceptible to missing classes. According to the Student Academic Experience Survey 2023, 55 per cent of students work part-time, with even higher rates at institutions focused on widening participation. These students often struggle to coordinate group meetings and contribute effectively due to conflicting responsibilities.

‘While lecture recordings offer flexibility, they may inadvertently contribute to decreased attendance.’

While lecture recordings offer flexibility, they may inadvertently contribute to decreased attendance. A study from the University of Leeds noted that attendance dropped from 85.7 per cent to 81 per cent​ when lecture capture was available (see McKie, 2019). Other studies also suggest that students increasingly rely on recorded lectures instead of attending live sessions, especially if they believe the recordings will cover essential content. This reliance diminishes their engagement with in-class learning, which is vital for grasping complex material and participating in interactive discussions.

In response to these challenges, many universities are adopting workshop formats that combine lectures with application-oriented seminar activities, such as project-based learning, instead of the traditional one-hour lecture plus one-hour seminar model. This approach fosters a more interactive and collaborative learning environment, helps reduce wait times between sessions, and enables group work during class. Notably, such formats assist students in managing their academic, work and family commitments more effectively.

However, reflecting on personal learning experiences, I believe that intrinsic motivation is crucial for maintaining student engagement. Without clear pathways for progress, students may become disengaged. Therefore, providing well-structured, level-appropriate content with clearly defined learning outcomes is essential to minimise redundancy and foster continuous intellectual growth.

‘When content is well structured, students are more likely to invest in authentic and experiential learning activities, such as simulations and employer projects.’

When content is well structured, students are more likely to invest in authentic and experiential learning activities, such as simulations and employer projects. These hands-on experiences deepen their understanding and retention of academic concepts. For instance, the Capstone Project in the MSc Management programme at Queen Mary University of London (QMUL) has high attendance rates, as students are eager to impress clients and apply their skills in real-world situations. This practical application fosters a dynamic learning environment.

To maximise the benefits of experiential approaches, universities must prioritise the development of effective teaching skills. Teaching and research require different competencies; while research demands critical thinking and subject knowledge, teaching emphasises pedagogical skills, classroom management and communication. Institutions should invest in pedagogical training to ensure faculty are equipped to employ diverse teaching methods tailored to different qualification levels and learning activities. Initiatives like teaching away days and classroom observations facilitate the exchange of best practices among colleagues, enhancing teaching capabilities. Prepared educators foster engaging and supportive learning environments, aiding in student attraction and retention.

At QMUL’s School of Business & Management, we have implemented several strategies to boost student commitment and engagement. For instance, learning contracts in large group teaching have proven effective in increasing student involvement (Otojanov, 2023). These contracts establish clear expectations and responsibilities, encouraging accountability and empowering students to take ownership of their learning journey.

Data from the past year shows that the Student of the Month (SotM) initiative has improved student attendance and satisfaction, particularly at Level 4 (see Tejura, 2023). Although neither the learning contracts nor the SotM initiative provides physical rewards, the recognition itself boosts student motivation. It is evident that recognising student effort fosters a sense of commitment and pride, which in turn enhances intrinsic motivation and keeps students engaged.

Despite financial constraints in the UK higher education sector, universities can still strive for educational excellence without significant investment by expanding technological solutions and upgrading timetabling systems. By leveraging existing resources and implementing frugal innovations, institutions can improve the learning experience in ways that increase student attendance and achievement.

, addressing the student attendance crisis requires a multifaceted approach that combines flexible scheduling, engaging teaching methods and student recognition. Universities must foster environments where students feel motivated and valued while ensuring that institutional resources are utilised effectively to create enriching academic experiences.

References

De Felice, S., Hamilton, A. F. de C., Marta, P., & Gabriella, V. (2023). Learning from others is good, with others is better: The role of social interaction in human acquisition of new knowledge. Philosophical Transactions of Royal Society B, 378(1870). http://doi.org/10.1098/rstb.2021.0357

Kochhar, R. (2020). Women make gains in the workplace amid a rising demand for skilled workers. Pew Research Center. https://www.pewresearch.org/social-trends/2020/01/30/employment-is-rising-most-rapidly-in-jobs-most-in-need-of-social-fundamental-and-analytical-skills/

McKie, A. (2019, July 4). Lecture capture reduces attendance, but students value it. Times Higher Education. https://www.insidehighered.com/digital-learning/article/2019/07/05/study-lecture-capture-reduces-attendance-students-value-it

Okita, S. Y. (2012). Social interactions and learning. In N. M. Seel (Ed.) Encyclopedia of the sciences of learning. Springer https://doi.org/10.1007/978-1-4419-1428-6_1770

Otojanov, R. (2023, April 12). Using learning contracts in large-group teaching: Preliminary findings. BERA Blog. https://www.bera.ac.uk/blog/using-learning-contracts-in-large-group-teaching-preliminary-findings

Otte, J. (2024, May 28). ‘I see little point’: UK university students on why attendance has plummeted. Guardian. https://www.theguardian.com/education/article/2024/may/28/i-see-little-point-uk-university-students-on-why-attendance-has-plummeted

Tejura, C. (2023, December 11). A simple strategy for improving student attendance. Association to Advance Collegiate Schools of Business. https://www.aacsb.edu/insights/articles/2023/12/a-simple-strategy-for-improving-student-attendance