Student Success

https://studentsuccessjournal.org
Student Success: A journal exploring the experiences of students in tertiary education. Student Success (previously titled the International Journal of the First Year in Higher Education) is a biannual, open access, peer-reviewed academic journal with one issue linked to the International STARS Conference. This Journal provides the opportunity to disseminate current research and innovative good practices about students’ tertiary learning experiences. Researchers, tertiary teachers and professional staff who are advancing student learning, success and retention in the tertiary sector are encouraged to submit.

List of Papers (Total 30)

A chronicle of just-in-time information: The secret to building first year university student wellbeing and resilience based on a three year initiative

To date, little has been published on the provision of student-driven just-in-time information to support first year students. This chronicle of just-in-time curricular and extra-curricular student support information was designed early in 2014 and successfully disseminated to first year biomedical science students over three years at James Cook University, Townsville, Queensland, ...

Volume 7 Issue 2

The continuing interest and commitment to improving the student experience in the tertiary sector was reflected in yet another successful Students, Transitions, Achievement, Retention and Success (STARS) Conference recently held in Perth, Western Australia (June 29-July 2, 2016).  As is customary, this issue of the journal publishes the top research papers selected via a peer ...

The decline and demise of the Commonwealth’s strategic investment in quality learning and teaching

In May 2016, the Australian Government announced that the funding to be saved from closing the Office for Learning and Teaching (OLT), a branch of the federal Department of Education and Training, would not be redirected to a new National Institute for Learning and Teaching (Milbourne, 2015) as had been promised by (then) Education Minister Christopher Pyne in 2015. This decision ...

Aspire UWA: A case study of widening access in Higher Education

Widening university access to students from low socio-economic status (LSES) and non-traditional backgrounds has been a key equity objective for Australian universities, particularly since the 2008 Review into Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008). Aspire UWA is an equity pathway that aims to inform aspirations and build academic attainment ...

Pre-commencement interviews to support transition and retention of first year undergraduate students

This paper reports the findings of a pilot study conducted at a regional university in Australia involving a pre-commencement interview strategy that aimed to better support first-year students transitioning into an undergraduate nursing program. The aim of the study was to determine the efficacy of the approach and inform the development of more effective transition and retention ...

Preparing culturally and linguistically diverse preservice Early Childhood teachers for field experience

This article reports on an action research project focussed on preparing culturally and linguistically diverse (CALD) preservice early childhood teachers for field experience. A series of targeted workshops delivered over one semester was designed to support the students to develop intercultural competence in relation to knowledge, attitude, skills and behaviours that contribute to ...

Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’

The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some ...

Teaching in Focus: The value of implementing a program-specific teaching support project for staff wellbeing and student success

This paper reports on a program-level teaching support initiative that was implemented in a Health Sciences undergraduate degree with a large and highly casualised teaching team. It has been argued that to improve student retention and success, universities need to consider implementing comprehensive teaching support models that address institutional, program, and individual level ...

PASSport to the Cloud – Results of a Peer-Assisted Study Sessions (PASS) Online Pilot Program

Deakin University’s online study environment continues to grow with over 12,000 students now studying in the Cloud. It is important to provide these students not only academic support, but also a sense of inclusion and community. This will improve their social engagement and from there, they will more likely succeed. In 2015, the Division of Student Life ran an online pilot based ...

Five years of FYE: Evolution, outcomes and lessons learned from an institutional program

The University of Technology Sydney First Year Experience program is an institution-wide, systematic approach to supporting the transition, retention and success of first year students from low socio-economic status backgrounds, within a philosophy that good practice for these students is good practice for all students. The program is based on third-generation first year practice ...

Collegiality, collaboration and communication: Innovation in a first year Business Unit development. A Practice Report

This paper reports on the development of first year “core” units in the new Bachelor of Business (BBus) at Murdoch University. These units evolved from a curriculum renewal program and presented opportunities and challenges in their development. The units needed to develop not only the essential numeracy, literacy and research skills for students to transition successfully to ...

Bridging the gap to first year health science: Early engagement enhances student satisfaction and success

Student academic success and positive satisfaction in first year health sciences programs is shaped by their transition experience. An introduction to core knowledge, study skills, and engagement with staff and students has historically been overlooked, but this has been newly recognised as a contributor to first year success, especially with mass higher education of students from ...

Developing academic literacy through self-regulated online learning

This study explores the self-regulated learning (SRL) experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They ...

Social presence – connecting pre-service teachers as learners using a blended learning model

The national reform agenda for early childhood education and care across Australia has led to an increased demand for qualified early childhood teachers. In response, universities have developed innovative approaches in delivering early childhood teacher education courses designed to support existing diploma qualified educators to gain their teaching qualifications. One such course ...

First year Business students’ perceptions of academic support through embedding. A Practice Report

This paper explores the perceptions of first year Business students to embedding sessions and additional support workshops offered through a collaboration between learning advisors and lecturers in a first year foundational unit. Through a social constructivist lens and utilising action research methods, questionnaires (n=42) were administered to two cohorts of students at the ...

The cycle of student and staff wellbeing: Emotional labour and extension requests in Higher Education. A Practice Report

This paper suggests that the sociological theory of emotional labour is a useful way to interpret how teaching practices in Higher Education often involve the simultaneous management of both staff and student wellbeing. This paper applies Berry and Cassidy’s Higher Education Emotional Labour model (2013) to the management of extension requests. We put forward a case study of ...

Listening to and learning from the experiences of Aboriginal and Torres Strait Islander students to facilitate success

Drawing on interviews with current and past Indigenous undergraduate students at the University of Queensland (UQ), this paper reports on findings from a project that explored the experiences of Indigenous Australian students and identified inhibitors and success factors for students. It also discusses one of the outcomes of the project and planned future developments that aim to ...

Volume 7, Issue 1 2016

Welcome to Volume 7 of Student Success.  This editorial has two parts: The first part maintains the “doing things differently” tradition, making readers aware by chronicling the publishing of the journal in an open access (OA) forum.  Future editorials will briefly discuss other aspects and issues pertaining to the new scholarly publishing landscape that this journal adheres to, ...

Navigating VET to university: Students’ perceptions of their transition to university study

This paper examines preliminary findings from research into the transition experiences of students entering university through a VET pathway. Participants’ responses obtained in an online survey are analysed to explore their perceptions of how their VET background influenced their transition, including their expectations and adjustment to university. Findings indicate that ...

Ups and downs in mood and energy: Associations with academic outcomes in higher education

Individual differences in mood and energy may affect academic outcomes in higher education. With little previous research investigating this relationship it is not known whether mood and energy traits help or hinder academic performance. The current study addresses this gap in the literature by investigating ups (high mood and energy) and downs (low mood and energy) in a small ...

Putting transition at the centre of whole-of-curriculum transformation

This paper describes the development of a model for institution-wide curriculum transformation at the University of Wollongong (UOW). Transition – a curriculum-integrated approach that enables a smooth, supported shift into and through higher education and a successful transition from the university to the world of work and lifelong learning – is one of three key principles at the ...

Students, Transitions, Achievement, Retention, Success: STARS Invited Panel

The Invited Panel Session at the inaugural STARS Conference concluded the formal presentations for the event.  At this session, invited STARS from the tertiary sector shared with delegates their personal thoughts concerning the messages and insights gained from the conference experience. The Panel Session also provided delegates with the opportunity to respond and share their views ...

Volume 6, Issue 2

Welcome to the newly titled Student Success:  A journal exploring the experiences of students in tertiary education

"Are we there yet?": Making sense of transition in higher education

This paper reviews a first year transition program first implemented in 2011 and designed for students commencing higher education at the regional campuses of an Australian university. A significant proportion of students attending these campuses are mature age, the first in family to attempt university study, Indigenous, and/or from low socio-economic backgrounds. Our project aims ...

An analysis of user engagement in student Facebook groups

Analysing the engagement of students in university-based Facebook groups can shed light on the nature of their learning experience and highlight leverage points to build on student success. While post-semester surveys and demographic participation data can highlight who was involved and how they subsequently felt about the experience, these techniques do not necessarily reflect ...