Volume 7, Issue 1 2016
Licence. As an open access journal,
articles are free to use, with proper attribution, in educational and other non-commercial settings.
0 Student Success , 7(1) March, 2016
Student Success A journal exploring the experiences of students in tertiary education Enjoy both parts - and as always, we welcome your feedback. Open Access Academic publishing has been transformed by shifting engagement and business models, technological change, globalisation and educational expectations. Open practices in academia have attracted significant interest and the open scholarship landscape continues to be charted in the literature as well as in digital platforms like blogs and microblogs. Openness and sharing of scholarship are essentially recognised as an “effective vehicle for achieving various scholarly goals like affordability, efficiency, accuracy, accessibility, sustainability, dissemination, and effective pedagogy” (Veletsianos & Kimmons, 2012, p. 173). Additionally, there is the moral argument that scholarship should be open so that the users (the public and the academic community) might benefit from the generation of knowledge (Veletsianos, 2015; Wiley & Green, 2012). OA publishing is possibly the most recognisable aspect of how academic activity is adjusting to the opportunities afforded by digital and networked technology (Weller, 2014). OA refers to the free access and reuse of scholarly material. Traditionally, there have been two models of delivery in OA: the Gold model where peerreviewed publication is made available in an OA journal and; the Green model in which academic content is made accessible via institutional OA repositories. If the primary function of academic publishing is to disseminate research findings, then OA publishing operates as an effectual and practical model to this end. However, there continues to be a lack of consensus around the value of OA amongst the scholarly community despite the requirement for redress of traditional, subscription-based publishing systems (Burton, 2009; Pearce, Weller, Scanlon & Ashleigh, 2010; Priego, 2013).
In the meantime, Student Success promotes itself as an
OA publication and has taken significant steps to adhere
to best practice principles, including a successful
reapplication to be listed in the Directory of Open Access
Journals (DOAJ). The re-listing of the Journal in 2015
coincided with the extraordinary rate of growth in OA
publishing and the attention given to align to pure
models of open access publishing, principles of
transparency and best practice and to combat
questionable publishers (Olijhoek, Mitchell, &
So what does publishing in an OA publication mean for
our users? For our readers and those academic libraries
incorporating the Journal in their databases, it means
access to articles and practice reports without hitting the
paywall of subscriptions. For our published authors, OA
ensures there are no publication costs, authors retain
copyright with application of the CC BY license and the
flow on affect is therefore better discoverability and
increased citations. The Scholarly Publishing and
Academic Resources Coalition (SPARC; 2016) perhaps
best sums up the value of OA:
Even the best ideas remain just that until they are
shared, until they can be utilized by others. The
more people that can access and build upon the
latest research, the more valuable that research
becomes and the more likely we are to benefit as
a society. More eyes make for smaller problems.
(para. 10 http://sparcopen.org/open-access/)
There is no doubt that aspects of scholarly practice have
been transformed by the opportunities of new
technologies. For Student Success, best practice in OA
hasn’t been achieved in isolation. Our editorial team has
turned to our academic peers, scholarly librarians and
copyright experts (whose place in this OA evolution is
critical) for advice and guidance in this process and
remain vigilant to the ever developing discussion around
open scholarship and importantly, the very tangible
impact on the dissemination of research.
Volume 7, Issue 1
Our feature article explores the experiences of
Indigenous Australian students in a large Australian
metropolitan university as part of a project to identify
and improve the tertiary experience of Aboriginal and
Torres Strait Islander students. Although there has been
a marked increase in Indigenous student participating in
tertiary education since the 1960s, Australian
Indigenous students are still hugely unrepresented in
tertiary education. Katelyn Barney’s article details and
summarises a series of interviews with current and
former graduates identifying issues that could apply to
all students, but particularly to those students from
culturally and linguistically diverse backgrounds.
Rosemarie Garner and Elizabeth Rouse from Deakin
University in Melbourne Australia, detail the delivery of
an early childhood education course via a flexible
multimodal platform. The course is offered to those diploma
and certificate level educators as a pathway course to
gain a teaching degree (required in the Australian
education context). Their study showed that while the
students found the blended learning approach supported
flexibility and a work-life balance, it was the inclusion of
the personal contact and social presence which was
identified as most influential.
Transition activities for first year health science students
beginning their studies at the University of South
Australia are explored by Jyothi Thalluri. While
bridging courses and transition workshops are not a new
phenomenon, they are not widely utilised in other health
science disciplines. An intensive one-week introductory
workshop has a particular focus on the facilitation of
networking with students and academics and the author
notes the alignment between a successful first year
experience and participation in these type of activities.
Self-regulated learning (SRL) provides an appropriate
framework to support international students as they
transition to university. Emmaline Lear, Linda Li and
Susan Prentice from the University of Canberra in
Australia discuss a study of a group of first year
undergraduate students from diverse cultural and
linguistic backgrounds enrolled in a range of disciplines.
The students participated in an online academic literacy
program and findings from the study have implications
for supporting the transition of students undertaking
independent online learning.
James Boyd and co-authors from Murdoch University in
Perth, Western Australia, report on the development of
first year core units in a new Business degree that
evolved as part of a curriculum renewal program.
Changes implemented involved a collaborative approach
from both academic and professional staff emphasising
that the sharing of knowledge is an imperative
Pearce, N., Weller, M., Scanlon, E., & Ashleigh, M. (2010).
Digital scholarship considered: How new technologies
could transform academic work. in education, 16(1).
33-44. Retrieved from
Priego, E. (2013, October 18). The transition towards fairer
access to research requires a wider transformation of
academic culture [Web log post]. Retrieved from
component of a successful partnership
academic and professional staff.
Collaboration between academic and professional staff
in a Business discipline is also explored by Carmelo De
Maio and Anibeth Desierto, who detail the
implementation of academic literacy programs at Edith
Cowan University in Perth, Western Australia and reflect
on the outcomes of the programs. Students perceived
the sessions to be of benefit and results indicated that
embedding works as a form of scaffolding to improve the
Finally, Elizabeth Abery and Jessica Shipman Gunson
from Flinders University in Adelaide, Australia, tackle
the issue of emotional labour in the management of
assessment extension requests. The report discusses the
reflective discussions about the topic assessment and
administration, which occurred as part of standard
teaching review practices. Elizabeth and Jessica consider
the relationship between the process in place for
extension management and the emotional wellbeing of
staff and students, a topic gaining more interest in the
literature surrounding student engagement.
Please cite this Editorial as:
Please see the Editorial Policies under the ‘About’ section of the Journal website for further information.
Student Success: A journal exploring the experiences of students in tertiary education
Burton , G. ( 2009 , August 11 ). The open scholar [Web log post] . Retrieved from http://www.academicevolution.com/ 2009 /08 / the-open-scholar .html
Veletsianos , G. ( 2015 ). A case study of scholars' open and sharing practices . Open Praxis , 7 ( 3 ), 199 - 209 . doi:10.5944/openpraxis.7.3. 206
Veletsianos , G. , & Kimmons , R. ( 2012 ). Assumptions and challenges of open scholarship . The International Review of Research in Open and Distance Learning , 13 ( 4 ), 166 - 189 . Retrieved from http://www.irrodl. org/index.php/irrodl/article/view /1313/2304
Weller , M. ( 2014 ). Battle for open: How openness won and why it doesn't feel like victory . London, UK: Ubiquity Press. doi: http://dx.doi.org/10.5334/bam
Wiley , D. & Green , C. ( 2012 ). Why openness in education ? In D. Oblinger (Ed.), Game changers: Education and information technologies (pp. 81 - 89 ). Washington, DC: Educause.