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	<title>Higher Education &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
	<lastBuildDate>Thu, 13 Jul 2017 03:16:06 +0000</lastBuildDate>
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		<title>Experiences of bridging program students  at a regional satellite campus</title>
		<link>https://ajal.net.au/experiences-of-bridging-program-students-at-a-regional-satellite-campus/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 13 Jul 2017 03:16:06 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[access to higher education]]></category>
		<category><![CDATA[bridging programs]]></category>
		<category><![CDATA[non-traditional students]]></category>
		<category><![CDATA[satellite campus]]></category>
		<category><![CDATA[tertiary preparation]]></category>
		<category><![CDATA[widening participation]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4958</guid>

					<description><![CDATA[Author: Sandra Elsom, Ruth Greenaway &#38; 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 &#8230; <p class="link-more"><a href="https://ajal.net.au/experiences-of-bridging-program-students-at-a-regional-satellite-campus/" class="more-link">Continue reading<span class="screen-reader-text"> "Experiences of bridging program students  at a regional satellite campus"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data</title>
		<link>https://ajal.net.au/just-another-student-survey-point-of-contact-survey-feedback-enhances-the-student-experience-and-lets-researchers-gather-data/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 02:27:52 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[feedback]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[immediate feedback]]></category>
		<category><![CDATA[point-of-contact feedback]]></category>
		<category><![CDATA[R-SPQ-2F.]]></category>
		<category><![CDATA[student feedback]]></category>
		<category><![CDATA[survey feedback]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4833</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/just-another-student-survey-point-of-contact-survey-feedback-enhances-the-student-experience-and-lets-researchers-gather-data/" class="more-link">Continue reading<span class="screen-reader-text"> "Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Insights into attrition from university-based enabling programs</title>
		<link>https://ajal.net.au/insights-into-attrition-from-university-based-enabling-programs/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 01:15:19 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[articulation]]></category>
		<category><![CDATA[attrition]]></category>
		<category><![CDATA[barriers]]></category>
		<category><![CDATA[tertiary bridging program]]></category>
		<category><![CDATA[University-based enabling programs]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4827</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/insights-into-attrition-from-university-based-enabling-programs/" class="more-link">Continue reading<span class="screen-reader-text"> "Insights into attrition from university-based enabling programs"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Transformative learning challenges in a context of trauma and fear:  an educator’s story</title>
		<link>https://ajal.net.au/transformative-learning-challenges-in-a-context-of-trauma-and-fear-an-educators-story/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 14 Jul 2016 02:14:49 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4139</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/transformative-learning-challenges-in-a-context-of-trauma-and-fear-an-educators-story/" class="more-link">Continue reading<span class="screen-reader-text"> "Transformative learning challenges in a context of trauma and fear:  an educator’s story"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The juxtaposition of STEPS to the undergraduate arena: The lived experience of transitioning into undergraduate study</title>
		<link>https://ajal.net.au/the-juxtaposition-of-steps-to-the-undergraduate-arena-the-lived-experience-of-transitioning-into-undergraduate-study/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 14 Jul 2016 02:06:45 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4130</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/the-juxtaposition-of-steps-to-the-undergraduate-arena-the-lived-experience-of-transitioning-into-undergraduate-study/" class="more-link">Continue reading<span class="screen-reader-text"> "The juxtaposition of STEPS to the undergraduate arena: The lived experience of transitioning into undergraduate study"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Staying Power: The effect of pathway into university on student achievement and attrition</title>
		<link>https://ajal.net.au/staying-power-the-effect-of-pathway-into-university-on-student-achievement-and-attrition/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 14 Jul 2016 02:01:27 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4124</guid>

					<description><![CDATA[Author: Jenny Chesters &#38; 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 &#8230; <p class="link-more"><a href="https://ajal.net.au/staying-power-the-effect-of-pathway-into-university-on-student-achievement-and-attrition/" class="more-link">Continue reading<span class="screen-reader-text"> "Staying Power: The effect of pathway into university on student achievement and attrition"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program</title>
		<link>https://ajal.net.au/ontrack-to-university-understanding-mechanisms-of-student-retention-in-an-australian-pre-university-enabling-program/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 14 Jul 2016 01:34:01 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4119</guid>

					<description><![CDATA[Author: Joanne G. Lisciandro &#38; 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 &#8230; <p class="link-more"><a href="https://ajal.net.au/ontrack-to-university-understanding-mechanisms-of-student-retention-in-an-australian-pre-university-enabling-program/" class="more-link">Continue reading<span class="screen-reader-text"> "OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>University Transition Challenges for First Year Domestic CALD Students from Refugee Backgrounds: A Case Study from an Australian Regional University</title>
		<link>https://ajal.net.au/university-transition-challenges-for-first-year-domestic-cald-students-from-refugee-backgrounds-a-case-study-from-an-australian-regional-university/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 14 Jul 2016 01:26:15 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4110</guid>

					<description><![CDATA[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. &#8230; <p class="link-more"><a href="https://ajal.net.au/university-transition-challenges-for-first-year-domestic-cald-students-from-refugee-backgrounds-a-case-study-from-an-australian-regional-university/" class="more-link">Continue reading<span class="screen-reader-text"> "University Transition Challenges for First Year Domestic CALD Students from Refugee Backgrounds: A Case Study from an Australian Regional University"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Opportunity through online learning: Experiences of first-in-family students in online open-entry higher education</title>
		<link>https://ajal.net.au/opportunity-through-online-learning-experiences-of-first-in-family-students-in-online-open-entry-higher-education/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 14 Jul 2016 01:19:02 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4091</guid>

					<description><![CDATA[Author: Cathy Stone^, Sarah O&#8217;Shea*, Josephine May#, Janine Delahunty*, Zoë Partington+ ^ University of Newcastle &#38; 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. &#8230; <p class="link-more"><a href="https://ajal.net.au/opportunity-through-online-learning-experiences-of-first-in-family-students-in-online-open-entry-higher-education/" class="more-link">Continue reading<span class="screen-reader-text"> "Opportunity through online learning: Experiences of first-in-family students in online open-entry higher education"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Formative reflections of university recreation science students in South Africa as catalyst for an adapted service-learning program</title>
		<link>https://ajal.net.au/formative-reflections-of-university-recreation-science-students-in-south-africa-as-catalyst-for-an-adapted-service-learning-program/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 13 Apr 2016 05:37:10 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Journal edition]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4019</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/formative-reflections-of-university-recreation-science-students-in-south-africa-as-catalyst-for-an-adapted-service-learning-program/" class="more-link">Continue reading<span class="screen-reader-text"> "Formative reflections of university recreation science students in South Africa as catalyst for an adapted service-learning program"</span></a></p>]]></description>
		
		
		
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