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This paper explores the unlearning and learning undertaken by adjuncts (Associate Lecturers) during the introduction of automated messaging by the university as part replacement of adjunct pastoral support for students. Automated messages were introduced by the University to standardize the student experience in terms of qualification communications, for example, reminders of forthcoming assessment deadlines. This change in communicative strategy is due to shifting power from a collegial to a managerial culture and practice in supporting distance learning students effectively. This is a university-wide initiative in a bid to improve progression and completion in an increasingly cost-focused higher education environment. The introduction of automated messaging requires adjuncts to learn new processes, and thus unlearn previous organizational routines which impacts upon their academic identity and perceived power within their roles.

Changes to student funding, in parallel with the introduction of new technologies into teaching and learning, and a blurring of traditional boundaries between full and part time study have brought an increased focus on retention in higher education. As more providers look towards offering online portfolio options, this is likely to increase; with some evidence that drop-out on online-led modules can be higher. \ud \ud As many classroom-based behavioural indicators of student retention are reduced or absent in the online environment, institutions can be slower to understand that students are considering dropping out, with the first indication of problems being when withdrawal takes place. \ud \ud This paper draws on data from online interactions among 3000 students studying an introductory Business Studies module at the Open University to identify early online indicators of potential drop-out. Findings suggest that both erratic interactions, and/or marked reduction in activity level from previously active students are predictors of subsequent withdrawal. \ud \ud Existing demographic data (on age, gender, etc) used by the institution has historically allowed broad ‘at risk’ categories of student to be identified; coupling this information to some of the online behavioural indicators revealed through new tracking technology allows more precise targeting of individuals more promptly than historically. This may potentially change a student support model from reactive to proactive; allowing the institution to offer additional support as soon as such signs emerge which improve student retention. \ud \ud Universities seeking to increase student retention may find early warning of vulnerable students useful in targeting appropriate interventions.

This chapter explores student engagement with online learning, through a case study drawing on the Open University Business School’s extensive experience of integrating online media into curriculum at scale. Quantitative analysis of a module cohort of 3,000 first year undergraduates identified that, contrary to internal expectation, Millennials (as defined by Strauss and Howe, 2000) had lower than expected engagement with online elements of blended learning, and in fact older students were more active online. This challenge to preconceptions of Millennial behaviour has implications for learning design. As the student body continues to diversify, the University must remain agile in tailoring technology and pedagogy to deliver effective engagement and valid learning outcomes.

This paper considers academic identity and sensemaking at the nexus of New Public Management within the digital education arena to understand what it means to teach in this neoliberalised context. Precarity of HE lecturers with fixed and short-term contracts is an increasingly dominant factor internationally, driving uncertainties. Disruptive developments of digitally innovative paradigms accompany and further enable parallel growths of managerialism, metrics and accountability. The impact of such measures provokes sensemaking activities and resultant ‘sticky’ behaviour from digital teachers in order to manage feelings of insecurity. \ud Our research design uses photographic ethnography and in-depth interviewing to gain insight into micro routines, identity legitimations and practices of participants. This paper then focusses on the impact of these transitions considering how implementation is being experienced by teaching lecturers. We explore teaching cultures within UK and UAE teaching institutions at different points on the continuum of digitisation, finding discourses of alienation and liminality.