Category: Higher Education

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Experiences of bridging program students at a regional satellite campus

Author: Sandra Elsom, Ruth Greenaway & Margaret Marshman

University of the Sunshine Coast

Edition: Volume 57, Number 2, July 2017

Summary: The benefits of higher education to individuals and to society are acknowledged both in Australia and internationally. Increased access to higher education means that greatly diverse students are beginning their tertiary learning journey. We investigate the experiences of a group of non-traditional students undertaking a tertiary preparation program at a regional university, based at a satellite campus in a low socio-economic area.  Bourdieu’s conceptual tools are used to frame the significance that symbolic capital has on the experience of students. Using phenomenography, the experiences of nine students were recorded and interpreted. Interviews were used to identify which aspects of the university experience they considered were the most important. Students’ motivation, social networks, staff-student interactions and the various challenges were among the most important experiences mentioned. These combined to create three analogous categories, stairway, doorway and hallway (SDH). The students’ experiences in the program may be likened to a stairway that must be climbed; a doorway that must be passed through; or a hallway that offers opportunities for exploration along the journey. The SDH model is a useful way to categorise students, to identify their experiences and develop strategies to support them.

Keywords: Tertiary preparation, bridging programs, non-traditional students, satellite campus, widening participation, access to higher education

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This article is part of AJAL, Volume 57_2. The entire volume is available in .pdf for purchase here.

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Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data

Author: Warren Lake, William Boyd, Wendy Boyd and Suzi Hellmundt

Southern Cross University

Edition: Volume 57, Number 1, April 2017

Summary: When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better delivered. However, the benefit to the current students undertaking the survey is not always evident. By modifying Biggs’ revised two-factor study process questionnaire (R-SPQ-2F), we have provided students with immediate point-of-contact feedback that encourages students to consider their own cognitive processes. The main purpose of the modified tool is to provide immediate benefit to the student, whilst retaining the functionality of the survey for the researcher. Two versions of the survey were presented to students, a feedback version and non-feedback version, with results indicating that the participants of the feedback version had a significantly higher opinion that the survey helped them to be a better learner. In general, the importance students place on feedback, regardless of the version of the survey completed, was evident in the study. The point-of-contact survey model implemented in this study has successfully allowed a tool that was once exclusively researcher focused to be oriented towards current students, introducing an additional layer of feedback, which directly benefits the current student, whilst retaining its usefulness as a diagnostic research tool.

Keywords: Feedback, survey feedback, student feedback, point-of-contact feedback, immediate feedback, R-SPQ-2F

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This article is part of AJAL, Volume 57_1. The entire volume is available in .pdf for purchase here.

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Insights into attrition from university-based enabling programs

Author: Cheryl Bookallil and Bobby Harreveld
CQUniversity, Australia

Edition: Volume 57, Number 1, April 2017

Summary: High attrition rates from university-based enabling programs continue to be the subject of much research and administrative effort. Understanding the factors behind decisions to withdraw from such programs is difficult since those who do not successfully complete an enabling program may not readily agree to participate in research into their motivations for enrolling, and reasons for withdrawal, leaving them silent in the literature. Students who are relatively successful with enabling study have ‘insider’ perceptions to share concerning the motivations of their fellow students, and the barriers some face. They can provide unique insights into factors behind the intractable problem of high attrition from enabling programs and the low rates of articulation into university study.

Keywords: University-based enabling programs, attrition, articulation, barriers

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This article is part of AJAL, Volume 57_1. The entire volume is available in .pdf for purchase here.

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Transformative learning challenges in a context of trauma and fear: an educator’s story

Author: Vaughn M. John

University of KwaZulu-Natal

Edition: Volume 56, Number 2, July 2016

Summary: After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory.
This article examines transformative learning theory via a case study of an adult education project in rural KwaZulu-Natal, South Africa. Drawing on life and pedagogical experiences of an educator, it focusses on aspects of the theory subjected to critique and raises questions about attempts to foster transformative learning in oppressive contexts involving trauma and fear. The article calls for greater attention to the life and experiences of the educator in the learning process while responding to calls for theoretical examination in more diverse contexts. It thus illustrates how more varied, situated accounts of transformative learning attempts may challenge and improve our understandings of adult learning encounters.

Keywords: Transformative learning theory, educator life experiences, adult education, KwaZulu-Natal

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This article is part of AJAL, Volume 56_2. The entire volume is available in .pdf for purchase here.OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program

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The juxtaposition of STEPS to the undergraduate arena: The lived experience of transitioning into undergraduate study

Author: Trixie James

Central Queensland University

Edition: Volume 56, Number 2, July 2016

Summary: Australia wide, universities are offering tertiary education to the broader socio-economic cohort; however, alongside this educational reform, there is a concern that students who have been away from the formal education context for many years may not cope with the rigors of university. Consequently, prior to and conditional to admission to undergraduate studies, many universities have placed a greater emphasis on pre-skilling such students through pre-university programs known interchangeably as Enabling, Preparatory, Transition or Access programs. The research findings reported on in this article explore the lived experiences of eight first year undergraduate students, who upon the completion of an Enabling program, successfully articulated into and completed the first year of their university degree. Using a theoretical framework of social-efficacy (Bandura, 1997) and the application of existential phenomenology, commonalities in these experiences of the participants emerged. Four key themes were: (i) a sense of preparedness, (ii) fear of the unknown, (iii) university as an anchor, and (iv) a sense of certainty and rightness. In combination, the degree of self-efficacy demonstrated by each of the eight students can be said to have contributed to the successful completion of their first year of undergraduate studies.

Keywords: Enabling programs, adult education, transitioning; university, self-efficacy, regional campus

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This article is part of AJAL, Volume 56_2. The entire volume is available in .pdf for purchase here.OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program

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Staying Power: The effect of pathway into university on student achievement and attrition

Author: Jenny Chesters & Louise Watson

University of Canberra

Edition: Volume 56, Number 2, July 2016

Summary: The expansion of the higher education sector in Australia opened
up new pathways into university increasing the diversity of the student population. For non-traditional students, those who did not successfully complete secondary school, barriers to gaining entry into university have been dismantled, however, previous research suggests that non-traditional students are more likely than traditional students to drop out of higher education. This paper analyses administrative data for a cohort of first year undergraduate students attending an Australian university to examine the association between pathway to university and student retention and academic progression. Our findings show that after controlling for grade point average, students who completed an enabling course on campus prior to commencing their undergraduate program were less likely than students admitted on the basis of completing secondary school to discontinue their university studies. This suggests that enabling programs provided on campus may assist students who do not meet the minimum requirements for university entrance to complete a university degree.

Keywords: pathways into higher education; diversity; attrition

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This article is part of AJAL, Volume 56_2. The entire volume is available in .pdf for purchase here.OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program

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OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program

Author: Joanne G. Lisciandro & Gael Gibbs

Murdoch University

Edition: Volume 56, Number 2, July 2016

Summary: University-based enabling programs have become an important pathway to university for non-traditional students. There is increasing interest in understanding the mechanisms that facilitate retention and success of enabling pathway students, with the aim of developing effective strategies for maximising opportunities for university access and participation. The current study focuses on an Australian enabling program that has achieved and sustained high retention rates, with three-quarters of its 2115 students that enrolled during the last seven years (2008 – 2014) retained until the end of the program. Further, 90 per cent of retained students were successful in receiving an offer to university; and 94 per cent of students that received an offer subsequently enrolled in an undergraduate course. Multivariate regression analysis revealed that demographic and prior educational factors explained little about student retention in the program. The main reasons cited for withdrawal were medical or emotional issues, and family problems or responsibilities. Overall, this data suggests that both pre-program conduct and in-program practices may enhance student retention outcomes. Specifically, practices that support the development of strong peer and tutor-student relationships, and that foster community connections, are thought to provide a significant and positive influence on student retention in enabling programs.

Keywords: enabling programs, retention, attrition, success, non-traditional students

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This article is part of AJAL, Volume 56_2. The entire volume is available in .pdf for purchase here.OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program

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University Transition Challenges for First Year Domestic CALD Students from Refugee Backgrounds: A Case Study from an Australian Regional University

Author: Eric Kong, Sarah Harmsworth, Mohammad Mehdi Rajaeian, Geoffrey Parkes, Sue Bishop, Bassim AlMansouri, Jill Lawrence

University of Southern Queensland

Edition: Volume 56, Number 2, July 2016

Summary: Culturally and linguistically diverse (CALD) is used broadly and inclusively to describe communities with diverse language, ethnic background, nationality, dress, traditions, food, societal structures, art and religion characteristics. Domestic CALD people are either refugees or voluntary migrants and have obtained permanent residency or citizenship. This paper identifies the key issues, challenges and needs of first year domestic CALD students from refugee backgrounds at a multi-campus regional university in Queensland, Australia. The term refugee background is used in the paper as the students are no longer refugees having successfully transitioned from refugee status to being permanent residents. Qualitative data was collected through one-on-one semi-structured interviews and focus groups with domestic CALD students from refugee backgrounds, and from key informants including teaching, administrative, and senior management staff members. Other than language and differences in education styles, this cohort of students faced other challenges, particularly in a regional setting, including socio-cultural issues, technology issues, family and health challenges and limited staff awareness of refugee needs. The findings provide insights into how Australian regional university policy makers could develop effective strategies, practices, procedures and policies to support CALD students from refugee backgrounds and to improve their retention and progression.

Keywords: Domestic culturally and linguistically diverse (CALD) students, refugees, Australian regional university, higher education, equity

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This article is part of AJAL, Volume 56_2. The entire volume is available in .pdf for purchase here.

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Opportunity through online learning: Experiences of first-in-family students in online open-entry higher education

Author: Cathy Stone^, Sarah O’Shea*, Josephine May#, Janine Delahunty*, Zoë Partington+
^ University of Newcastle & Open Universities Australia
* University of Wollongong
# University of Newcastle
+Open Universities Australia

Edition: Volume 56, Number 2, July 2016

Summary: Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were conducted with these students as part of a wider study into first-in-family students (O’Shea, May & Stone, 2015). Findings include the important role that opportunity plays in providing the impetus for study, as well as the importance of support and encouragement from family, friends, colleagues and institutions in being able to continue the journey.

Keywords: Online learning; first-in-family; higher education; open-entry

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This article is part of AJAL, Volume 56_2. The entire volume is available in .pdf for purchase here.

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Formative reflections of university recreation science students in South Africa as catalyst for an adapted service-learning program

Author: Anneliese Goslin*, Engela van der Klashorst*, Darlene A. Kluka^ and Johannes G. U. van Wyk*
* University of Pretoria, South Africa
^ Barry University, Florida, USA

Edition: Volume 56, Number 1, April 2016

Summary: Community-university partnerships through service-learning have progressively developed as part of institutions of higher education’s mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The study asks the question: ‘how can pre-service and formative reflections used in a social constructive approach impact on collaborative, indepth learning?’ Students were tasked to keep reflective journals to express concerns as pre-service-learning and formative reflections over a four week, twenty hour service-learning experience. The servicelearning program aligned with the social constructivism principles of collaborative learning, which occurred under the guidance and supervision of a lecturer, was embedded in a realistic problem, required collaborative problem solving and collaboration with the community partner and involved self-direction and self-management of students. Both pre-service and formative reflection themes changed over the three year study period. Results suggested that the initial service-learning experience did not contribute to a positive attitude towards community engagement and did not contribute to skill development. Results of the study confirmed the value of reflection as a tool in service-learning and commensurate with the overall aim and purpose of service-learning in institutions of higher education.

Keywords: higher education, recreation science, reflection, service-learning, social constructivism, South Africa

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This article is part of AJAL, Volume 56_1. The entire volume is available in .pdf for purchase here.