Understanding Student Attendance Decisions: The Role of Learner-Centred Factors in Higher Education

Abstract

Student attendance in university teaching sessions is widely acknowledged as a key factor influencing retention and academic success. However, declining attendance rates suggest a need for deeper insights into the learner-centred factors that shape students’ attendance decisions. While institutional and educator-related factors have been extensively studied, students’ individual circumstances, motivations, and perceptions remain underexplored. This research investigates how learner-centred factors influence attendance choices at Lancaster University Management School, a top-rated institution in the Teaching Excellence Framework (TEF), where staff have observed declining in-person attendance despite high institutional standards.

Thematic analysis of survey results identified five key factors affecting attendance: (i) instrumental and consumption-related considerations, (ii) teaching and learning experiences, (iii) social dynamics, (iv) personal circumstances, and (v) timetabling constraints. Findings suggest that students weigh the perceived value of in-person sessions against competing academic, personal, and professional commitments. While engaging, interactive teaching fosters attendance, logistical barriers, mental health concerns, and the availability of digital resources often deter students from attending. Notably, a strong sense of belonging emerged as a critical determinant of attendance, underscoring the importance of social and academic integration.

These results highlight the need for higher education institutions to prioritise learner-centred factors in programme design. By aligning institutional policies with students’ lived experiences, universities can create more inclusive and engaging learning environments that better support attendance and academic success.