ABSTRACT

In the increasingly competitive field of tertiary education in New Zealand, characterised by strong levels of institutional competition for a numerically limited pool of students, there has been an almost belated recognition of the importance of student retention strategies. In this context, the literature indicates that transition to the tertiary institute lifestyle can often result in a period of major personal re-adjustment for first year students, which sometimes manifests itself in early academic results that are below expectations-these twin factors can contribute to early perceptions of alienation and, in some instances, can result in unacceptably high dropout rates. This paper describes an intervention that attempted to increase rates of retention in a tourism study programme, through a process designed to facilitate easier assimilation into the tertiary education culture, and to consequently improve the academic results obtained in early course assessment. The nature of this approach, intended to alleviate adjustment problems and provide students with appropriate coping mechanisms, is described in outline, and the results of subsequent student evaluations discussed. The paper concludes by assessing the benefits of this intervention, and by highlighting the implications for future student intakes.