Tackling declining attendance with the ‘show up’ mindset

“I didn’t expect attendance to matter so much, but being here every day has made me feel way more connected and motivated.” 

“Showing up isn’t just about grades; it’s about being in the room, meeting people and learning to work together.” 

Amid dwindling university attendance globally, many institutions are experimenting with ways to make classrooms more appealing. However, UCL School of Management’s BSc in information management for business (IMB) programme takes a different path. Instead of transforming the curriculum, the focus is on instilling a strong commitment to “showing up” from day one, establishing an expectation that attending classes is foundational to academic and professional success, as the quotes from students above illustrate.

By fostering this commitment early, high in-person attendance is maintained throughout the year, cultivating a programme culture that motivates students to attend. 

Set the tone early: induction week and the ‘show up’ motto

One of the key strategies is to set attendance expectations right from induction week. In IMB, the “show up” motto is clearly communicated to new students, with attendance framed as a non-negotiable component of their journey. This expectation is not just communicated by faculty; it is woven into the peer-led orientation activities – such as mentoring sessions where senior students share their own experiences of overcoming group work challenges through consistent attendance, and alumni testimonials emphasising the importance of attendance. These early interactions convey the message that showing up is crucial, not only to academic success but also to personal growth and resilience.

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Students are encouraged to “keep an open mind”, “be intentional” and “say ‘yes’ to more things”, setting a foundation for proactive engagement. As part of our induction events, students participate in team-building activities and get to know faculty members personally. Faculty model the behaviour expected of students; they are punctual, accessible and fully engaged, showing that they are equally committed to the “show up” philosophy. This commitment from the entire programme team demonstrates to students that we are there to support them from the outset, and aim to create an environment where students feel valued and motivated to attend​. 

Building on early engagement in the first weeks

The importance of attendance is not only communicated verbally but reinforced through the structure and activities of the first weeks, including industry-led sessions where professionals and career services staff highlight how showing up builds essential workplace skills such as reliability, teamwork and collaboration. Students’ connections within the IMB community and beyond are emphasised as crucial to their academic success and career prospects. They learn that being present creates more peer-learning opportunities, stronger career connections and deeper personal relationships, which in turn enhance their learning experience. These connections, whether with classmates, faculty or industry contacts, are introduced as integral to their journey, setting students up for long-term success​.

The faculty also creates collaborative, participatory classes, which reinforce the need for attendance. Activities such as group projects, peer discussions and feedback sessions underline the message that learning is collective and students miss out if they do not show up. Students are encouraged to take responsibility for each other, for example. They are asked to identify and support peers who may not have found a group or seem less engaged, and to offer suggestions on how to bring them into the fold.

The approach also creates a reinforcing cycle: as students attend regularly and engage actively, their commitment becomes contagious. Attendance as a shared commitment is embedded in the programme’s culture.

Practical advice for educators looking to improve attendance

For educators seeking to replicate this approach, here are practical strategies:

• Set expectations from day one: Use induction week to communicate attendance expectations clearly and positively. Invite alumni or upper-year students to share the benefits they gained from consistent attendance, highlighting the professional skills developed through this commitment.
• Build a culture of connection: Encourage students to view attendance as a means to build meaningful connections. Arrange team-building activities and peer-led sessions that foster accountability and emphasise the mutual benefits of showing up for each other. While some students may argue that work commitments take priority, it is essential to reinforce that attending university is an investment in their long-term career prospects. Students with family responsibilities are also considered, with early flagging systems in place to identify those who may need additional support. These learners are connected with faculty and student services to explore flexible solutions, ensuring they remain engaged and do not fall behind. 
• Demonstrate faculty commitment: Faculty should model the same commitment to presence and punctuality that is expected of students. Beyond showing up for class and office hours on time, faculty respond promptly to student queries and participate in networking and industry events alongside students. At UCL SoM, many faculty members join student-led initiatives, such as hackathons or design sprints. Others integrate real-time feedback loops, where student contributions shape the direction of discussions, reinforcing that being present has a tangible impact.
• Link attendance to employability: Integrate real-world examples through industry speakers to illustrate these skills. When students connect attendance to workplace skills such as accountability, teamwork and time management, they begin to recognise how showing up builds competencies that employers value. For example, UCL faculty invite industry professionals to share stories of graduates who secured roles through class engagement. In one case, a former student who attended all guest lectures and actively participated in discussions was offered a mentorship opportunity that later led to a job. 
• Establish feedback loops: Create avenues for students to provide feedback on their experiences. Real-time feedback loops allow students to suggest adjustments to class activities and discussions. When students requested more interactive, real-world case studies, faculty introduced live industry-led case discussions. Seeing their input implemented strengthened their sense of belonging and highlighted that attendance is key, not just for learning but for shaping their own educational experience. 

Sustained engagement for lasting results

The IMB programme’s proactive approach, which establishes a supportive environment and emphasises the value of showing up, led to a 33 per cent improvement in attendance last year. Students now view attendance as an asset that enhances their academic, social and professional growth. 

These results illustrate how students see attendance as essential to their development, demonstrating that a community-focused, supportive approach can have a profound, lasting impact on commitment for students and faculty alike.

Maya Cara is associate professor and programme director for the BSc Information Management for Business (IMB) and Nina Seppala is a professor and deputy director of the UCL School of Management, both at University College London.

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