This article reports on efforts to investigate and improve retention and graduation rates at a New Zealand polytechnic. A literature review and Tinto's Longitudinal Model of Institutional Departure provided the theoretical underpinning for the work. A case study methodology was used, whereby a member of the institute's Academic Quality Unit worked with staff involved in the delivery of selected programs. Pre-entry factors, institutional experiences, and students' social and academic integration were examined, and some interventions trialed. An academic mentoring scheme and personal education journal were introduced and these were partially successful. Other matters examined included pre-entry practices, orientation, learning style preferences, program delivery and design, course materials, assessment, and attendance. Efforts in these areas improved retention and success, although the results and contributing factors varied from program to program. Whether students are retained and graduate ultimately rests with the student. However, institutional actions and systems can make a difference.
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