Enhancing Student Attendance in Economics: Strategy Guide and Implementation Notes

Infographic

(Images created with some help from Gemini AI)

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The rest of this document provides additional context for each strategy in the infographic, explaining why it matters and how it can be implemented in practice. The recommendations are organised using the same 2×2 framework (Lectures vs Tutorials; Low‑Effort (Low-Cost) vs Structural (High-Cost)) to support alignment between evidence, implementation, and policy. The research behind these recommendations is explained in the conference presentation "Student Absenteeism in Undergraduate Economics Education: Comparative Evidence from Lectures and Tutorials".

Overarching Principle: A Student‑Centred Approach

The evidence suggests that attendance improves when students perceive clear value in attending, feel a sense of belonging, and face fewer logistical barriers. No single intervention is sufficient as each student has their own reasons for attending (or choosing not to attend). Instead, effective attendance strategies combine quick, low‑cost nudges with longer‑term structural reforms that reshape learning environments and student expectations.

Lectures

Low‑Effort / Low‑Cost Strategies

1. Engage through Interactive Activities in Class

Rationale: Active engagement increases attention and makes lectures feel participatory rather than passive. Students report higher perceived value when sessions require real-time input, helping students feel their time attending class is well spent.

Implementation: Interactive techniques include poll questions, think-pair-share, clickers, or team-based learning.1 For example,

• Use interactive techniques including polling software (e.g. Mentimeter) to quiz students.
• Embed 2–4 short questions per lecture.
• Focus on conceptual understanding rather than recall.
• Display aggregated responses to prompt discussion.

Key consideration: Keep activities short and purposeful to avoid disruption.

2. Clarify the Value of In‑Person Attendance

Rationale: Students are more likely to attend when they understand what they gain that cannot be replicated through recordings, textbooks or slides alone. Clearly articulate how in-class activities are designed to help students achieve specific learning outcomes.2

Implementation: For example,

• Explicitly signal when real‑world examples, applied discussions, or demonstrations will occur.
• Highlight skills developed in lectures (e.g. economic reasoning, problem framing).
• Use brief verbal or slide‑based reminders of “what you gain by being here”.

3. Nudge to Remind Students of Absence

Rationale: Many absences are unintentional or habitual. Gentle reminders can interrupt disengagement without being punitive. Use these reminders to promote intrinsic motivation over extrinsic incentives or rewards.3

Implementation: For example,

• Send short, supportive emails after missed sessions.
• Frame messages around care and support rather than compliance.
• Where possible, personalise messages or automate through learning platforms.

4. Clearly Align Activities with Assessments

Rationale: Students prioritise activities that they see as contributing directly to assessment success. Ensure lecture topics are explicitly linked to homework or exams.

Implementation: For example,

• Clearly reference how lecture material feeds into exams, problem sets, or coursework. Explicit linking exam questions to topics in class or problems in tutorials.
• Use past exam questions or assessment‑style examples during lectures.
• Explicitly signpost examinable concepts.

Structural / High‑Cost Strategies

5. Restructure Modules For Block Teaching

Rationale: Fragmented timetables can increase absenteeism as it introduces a ‘convenience’ barrier. A logical and concerted institutional effort is needed to improve schedule. For example, block structures of compulsory modules can improve focus and reduce timetable clashes. Block teaching can also support commuter students – an increasingly common demographic in UK economics programmes.

Implementation: For example,

• Deliver modules in shorter, more intensive blocks.
• Reduce concurrent module load where possible.
• Coordinate across programmes to minimise timetable clashes.

6. Adopt Active Format for Teaching

Rationale: Shift from lecturing to structured active formats such as a flipped classroom4 or team-based learning. When content delivery moves outside the classroom, in‑person time becomes more valuable and interactive.

Implementation: For example,

• Provide short pre‑recorded videos or readings.
• Use lecture time for problem‑solving, discussion, real-world example or application.
• Introduce structured group tasks with clear outcomes.

Key consideration: Students require clear guidance and accountability to prepare in advance.5

7. Prioritise Belonging‑Focused Practices And Inclusive Teaching

Rationale: Students are more likely to attend when they feel recognised, supported, and included. Create a classroom environment where students feel connected to you as well as their peers.

Implementation: For example,

• First day activity through icebreakers or collaborative activity.
• Use diverse examples and inclusive language in class.
• Learn and use student names where possible (shows caring).
• Encourage questions and normalise uncertainty.
• Provide clear norms for respectful engagement and welcoming climate.

8. Review Recording Access and Attendance Policies

Rationale: Easy access to recordings can unintentionally reduce attendance, though they also support accessibility. Consistently taking attendance (even if not mandatory) communicates that you care about student’s attendance. In large classes, you can use technology to track attendance such as student response systems available at your university.

Implementation (context‑dependent):

• Delay release of recordings.
• Provide partial recordings (e.g. theory only).
• Pair policies with clear communication of rationale.
• Consider mandatory attendance only with strong support structures.

Tutorials

Low‑Effort / Low‑Cost Strategies

9. Implement Gamified and Highly Interactive Activities

Rationale: Tutorials benefit from participation and peer interaction, which increases commitment to attendance. Use problem-solving exercises, case discussions, think-pair-share or peer teaching in tutorials. Incorporate fun elements such as games, role-play or scavenger-hunt style questions.

Implementation: For example,

• Use quizzes, competitions, video, or simulations.
• Introduce small rewards or recognition.
• Rotate roles (e.g. discussion leader, explainer).

10. Nudge to Follow‑Up on Tutorial Absences

Rationale: Tutorials are relational spaces; absence follow‑ups signal that participation matters. Before tutorials, email students a brief reminder of the session, its contents, and its importance. Both signal instructor concern.

Implementation: For example,

• Tutors send brief check‑in messages before class or after absences.
• Focus on encouragement and support.
• Escalate concerns only after repeated absence.

11. Foster Community‑Building Exercises

Rationale: Strong peer connections increase accountability and motivation to attend tutorials.

Implementation:

• Begin the term with ice‑breakers or group norms.
• Use same small groups within tutorials over the term.
• Encourage peer explanation and collaboration.

12. Align Tutorial Content with Lecture or Assessments

Rationale: Students prioritise activities that they see as contributing directly to assessment success. Ensure lecture topics are explicitly linked to homework or exams.

Implementation: For example,

• Clearly reference how lecture material feeds into exams, problem sets, or coursework.
• Explicit linking exam questions to topics in class or problems in tutorials.
• Use past exam questions or assessment‑style examples during lectures.
• Explicitly signpost examinable concepts.

Structural / Higher‑Effort Strategies

13. Train Tutors (Including PhD Tutors)

Rationale: Tutorial quality strongly depends on tutor confidence and pedagogical skills. Provide training so that tutorial leads can better engage all students. Skilled tutors should be able to address diverse learning needs and build rapport.

Implementation:

• Provide training on active learning and facilitation.
• Offer ongoing support and teaching resources.
• Include guidance on managing attendance, engaging students, and creating an inclusive environment.

14. Prepare Mock Assignments

Rationale: Preparation increases the payoff of attendance and improves tutorial effectiveness.

Implementation:

• Require short pre‑tutorial exercises.
• Align tasks closely with assessments.
• Use tutorial time to build directly on submitted work.

15. Observe Peer Teaching

Rationale: Observation supports reflective practice and consistency across tutorial groups. A mentor could also offer help for improving teaching quality.

Implementation:

• Pair tutors for low‑stakes peer observation.
• Use structured feedback templates.
• Emphasise developmental rather than evaluative goals.

16a. Use Systematic Attendance Monitoring

Rationale: Monitoring enables early intervention before disengagement becomes persistent.

Implementation:

• Use digital or register‑based systems.
• Track patterns rather than single absences.
• Coordinate with student support services where needed.

16b. Optimize Scheduling Optimisation and Hybrid Options

Rationale: Logistical barriers (commuting, timetable clashes, caring responsibilities) significantly affect attendance.

Implementation:

• Review scheduling data and student feedback.
• Avoid early/late clustering where possible.
• Use hybrid or flexible formats selectively to reduce barriers.

Final Reflection

Improving attendance in economics education requires balance. Low‑cost nudges can generate rapid improvements, but sustainable change depends on deeper structural reforms that enhance teaching quality, foster belonging, and reduce logistical constraints. Institutions that adopt a coherent, student‑centred strategy are best positioned to achieve lasting gains in engagement and learning.

Notes

1. ^ See additional examples in https://www.timeshighereducation.com/campus/six-strategies-boosting-student-attendance
2. ^ https://teaching.berkeley.edu/teaching-strategies/teaching-your-course/encouraging-attendance
3. ^ Cortinhas, C. (2025). Does nudging higher education students improve attendance and does it matter? A quasi-natural experiment. International Review of Economics Education, 49, 100317. https://doi.org/10.1016/j.iree.2025.100317
4. ^ https://www.timeshighereducation.com/campus/how-induct-students-flippedclassroom-model
5. ^ Those teaching economics alongside business school colleagues can benefit from the management school approach of teaching concepts.