Dr Rajesh Ramlall, a lecturer in Auditing for the past 25 years, has expanded his focus from accounting to education, exploring new ways of improving student throughput.
Ramlall’s PhD thesis: ‘Risk Management as an Aid to Improve Student Throughput’, supervised by Professor Labby Ramrathan, tackles one of Higher Education’s most pressing challenges: student success and completion.
Ramlall approached the issue from a unique angle. “The idea to approach student throughput from a risk management perspective was sparked by the recognition that low completion rates pose not only academic challenges but also significant institutional risks,” he said. “Universities face reputational damage, reduced funding, and misalignment with strategic goals when student throughput is poor. Traditionally, throughput is studied from teaching and learning or student support angles, but applying a risk management lens allows for a more holistic and proactive approach.”
His model emphasises early detection. He determined that instead of waiting for failure rates to reveal problems, the model would use both academic and non-academic data points as risk signals. For example, irregular class attendance, delayed assignment submissions, poor participation in online platforms, sudden declines in performance, or even financial and wellbeing-related indicators could all trigger early alerts. By mapping these signals against pre-defined risk thresholds, the model would enable lecturers, tutors or student support services to intervene proactively.
Ramlall believes that digital technologies hold enormous potential in this regard. “Predictive analytics, machine learning and learning management system data can be leveraged to detect subtle patterns such as reduced log-in frequency, slower response times in online activities or declining grades across multiple modules that may not be noticeable to humans immediately.
“By feeding this data into predictive models, universities could flag students with a high probability of dropping out and then tailor support interventions, such as academic advising, financial counselling, or mentorship.”
Ramlall identified multiple, overlapping factors that put student throughput at risk, including academic preparedness, financial constraints and institutional factors, amongst others. He added that the biggest factor in improving throughput was early, holistic intervention. His approach suggests that universities should treat overlapping student challenges the way organisations manage interrelated risks – through a structured risk management framework that balances urgency, likelihood, and impact.
But he also acknowledges risks in applying such systems, saying: “If not handled carefully, students may feel overly monitored, labelled or pressured, which can create mistrust and stigma. For example, predictive analytics might wrongly flag a student as at risk, leading to interventions that feel intrusive or discouraging rather than supportive.”
When applied thoughtfully, however, Ramlall found that improvements are clear – students who are identified and supported early often re-engage with their studies more actively, as the barriers holding them back are addressed before they become overwhelming. As a result, knowing that the university has safety nets would help a student feel more secure and capable of managing challenges. Proactive interventions reduce anxiety and feelings of isolation, allowing students to approach their studies with a more optimistic mindset. When risks are mitigated systematically, dropout rates decline, and more students progress successfully through their programmes.
For Ramlall, inclusivity lies at the heart of his work. “Creative, proactive approaches rooted in risk management can promote inclusivity by ensuring that no student is left behind simply because their challenges remain invisible. Traditional support models often react only after a student fails or drops out, but a proactive system actively scans for barriers – academic, financial, social or personal – that might disadvantage certain groups of students.”
He remains convinced that traditional methods of student support still matter, explaining that tutoring, mentoring, counselling and financial aid require human connection and direct intervention.
“These approaches have stood the test of time. However, the future of Higher Education increasingly demands innovative, proactive approaches to complement these traditional supports,” he said.
Many academic staff interviewed admitted they often only became aware of a student’s difficulties after failure or withdrawal. That insight reinforced to him that traditional systems, although well-intentioned, tend to catch students too late.
Celebrating his accolade, Ramlall is thankful to his supervisor, family and late sister Dasodha for their support and motivation during his academic journey.