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2012 ERGA Conference 19-21 September 2012

Moving beyond transition pedagogy: Maturity models & student engagement. 2012 ERGA Conference 19-21 September 2012. Karen Nelson, John Clarke & Ian Stoodley, QUT. Inspiration.

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2012 ERGA Conference 19-21 September 2012

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  1. Moving beyond transition pedagogy:Maturity models & studentengagement 2012 ERGA Conference19-21 September 2012 Karen Nelson, John Clarke & Ian Stoodley, QUT Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  2. Inspiration • “stop tinkering at the margins of institutional academic life and make enhancing student success the linchpin about which they organize their activities ... • ... establish those educational conditions on campus that promote the retention of students, in particular those of low-income backgrounds”. Tinto, V (2009) Taking Student Retention Seriously: Rethinking the First Year of University. Keynote address ALTC FY Curriculum Design Symposium, QUT, Brisbane, Australia, February 5, 2009. Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  3. Topics • Background to project: • rationale, significance, & objectives • Beyond the transition pedagogy • Overview of maturity models • A SESR example • Findings so far ... • Discussion Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  4. Rationale • Existing bodies of work report on students perceptions and their experiences in higher education (e.g. AUSSE, CEQ, FYEQ, UES, ISB...) • No similar attention to sector-wide assessment of institutional activities designed to enhance students learning experiences • Timing for the sector – WP, performance based funding, compacts, increased attention to HE reputation, quality ... • Concept of a maturity model appealing: • Focus on sustainable processes • Enable contextual interpretation of activities • Assess other organisational imperatives (e.g. Quality, BPM) Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  5. Significance • Student success largely determined by experiences in first year • Increasing evidence that factors beyond students control influence success and success • Engagement  success & retention • Institutions striving to strengthen / implement strategies to foster and promote learning engagement • Need for a comprehensive framework to benchmark within and between institutions Student Engagement Success and Retention (SESR) Maturity Model(SESR-MM) Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  6. Project Objectives • Develop a SESR Maturity Model (SESR-MM) • Design a SESR Maturity Assessment Inventory • Implement the SESR Maturity Survey and develop a series of Case Studies that explain and describe SESR practices in context • Publish Institutional Maturity Reports (for project team institutions) • Develop & publish a Sector SESR Maturity Model Report (model, inventory findings, case studies, tools) Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  7. Generational approaches to the FYE(Kift, 2009; Wilson, 2009; Kift, Nelson & Clarke, 2010;) 1st generation FYE Essentially co-curricular – professionals on curriculum’s periphery 2nd generation FYE Curriculum focus – recognizes entering diversity and supports student learning experience via pedagogy, curriculum design, & L&T practice – requires faculty & professional partnerships 3rd generation FYE 1stand 2nd generation FYE quality assured and seamless across institution, across all its disciplines, programs & services via faculty & professional partnerships Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  8. Transition pedagogy A guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts. Kift & Nelson (2005) http://conference.herdsa.org.au/2005/pdf/refereed/paper_294.pdf Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  9. Informing Literature Capability Maturity Models • FYEQ Data & Reports • Transition Pedagogy • Model of student engagement • Student Engagement (AUSSE) • SESR-MM Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  10. Maturity Models • Precursors in Maslow’s (1954) Hierarchy of Needs and Nolan’ (1973, 1979) Stage Theory • Influenced by TQM and the evolutionary stages of practice adoption (Crosby, 1979) • Emergence of Capability Maturity Models • Key concepts of org. Mgt derived from TQM • Notions of sequential and progressive stages • Ideas about capability of s/ware development orgs • CMM frameworks map an improvement path from ad-hoc immature to a mature disciplined processes Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  11. Features of Maturity Models Precursor Influences Theory, practice, background and history of maturity models Discipline theory and practice Content: Categories Processes Practices Dimensions of maturity Measures of Quality (scale of 4 points) Maturity of key practices interpreted for each dimension Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  12. SESR Content Category (5) Process (n) Practices (Nn) Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  13. For example ... Timely Access to Support (1/5) Transition to University Orientation Program Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  14. Content Dimensions Adequacy practices processes categories Not adequate Partially adequate Largely adequate Fully adequate Ad hoc Delivery Planned Defined Managed Optimising Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  15. For example ... Maturity Assessment: Pervasiveness & Adequacy Content Dimensions Process Category Practice Orientation programs are available to students Ad hoc Delivery Transition to Uni Access to Support No programs are provided Limited discrete programs Generic & discipline programs Integrated suite of programs / a holistic approach Planned Defined The delivery / provision/visibility of Orientation Programs Managed Optimising Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  16. What we have found so far ? Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  17. Project Progress / Timeline Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

  18. Moving beyond transition pedagogy:Maturity models & studentengagement http://studentengagementmaturitymodel.net/ Thank you for participating in this session. Please contact the authors for more information about this project. Questions & Discussion Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

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