Academics’ perspectives on a student engagement and retention program: dilemmas and deficit discourses

Coleman, Bianca; Beasy, Kim; Morrison, Renee; Mainsbridge, Casey

doi:10.1080/13562517.2021.2000387

Cited by 3 publications

(1 citation statement)

References 43 publications

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“…Historically, the role of academic staff was to provide quality teaching, learning and assessment opportunities for students (Akareem & Hossain, 2016;Oonk et al, 2020), however, in contemporary higher education contexts, it is becoming increasingly common for academic staff to support students with both their academic and non-academic challenges (Crawford & Johns, 2018). While existing research has investigated student and institutional perspectives and experiences of student support and engagement initiatives (Balwant, 2017;Bowden, Tickle, & Naumann, 2019;Nepal & Rogerson, 2020;Tai et al, 2019), there is an absence of research on the experiences of academic staff in the design and delivery of student support programs (Chipchase et al, 2017;Coleman et al, 2021;Crawford & Johns, 2018). Against this background, an engagement program targeting students identified as academically vulnerable was designed and implemented by four teacher education academicsthe authoring team -at a regional Australian university.…”

Section: Introductionmentioning

confidence: 99%

Reflections of a student engagement program designed and delivered by academics

2022

JALT

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Student support programs in higher education are commonly delivered by professional institution staff who are not directly involved in students' courses. In this paper, we report on a unique student support program within a School of Education and the perceptions of the academic staff who designed and delivered the program. Methodologically, written and spoken critically reflective encounters were used to explore dimensions of student support: connectedness, mindsets, self-management, academic capabilities, and professional identity. We perceived the program positively influenced some students in developing feelings of connectedness, building self-management skills and understanding commitment, and in establishing a foundation for a student experience that fosters a pathway towards a teaching career. Tensions were revealed relating to the ethical responsibilities of supporting all students to continue study and staff's own personal study experiences were found, at times, to contribute to assumptions about how students should engage with study. Findings suggest that addressing student needs across the dimensions first necessitates a shared understanding of what constitutes student success and how this is interpreted within a support program. Assisting academics in gaining deeper insight and understanding of what it means to be a student, particularly an academically vulnerable student, was a benefit of the program.

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Section: Introductionmentioning

confidence: 99%

Reflections of a student engagement program designed and delivered by academics

2022

JALT

View full text Add to dashboard Cite

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Enhanced learning engagement through teaching presence in online distance education

Kangwa,

Xiulan,

Msambwa Msafiri

et al. 2024

Distance Education

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Common experiences and critical reflections: embedding education for sustainability in higher education curricula across disciplines

Wrobel,

Beasy,

Fiedler

et al. 2024

IJSHE

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Purpose Higher education institutions are embedding education for sustainability in curricula, but there are many challenges slowing the process down. Design/methodology/approach This paper uses reflections from stakeholders across eight disciplines to identify themes supporting EfS integration across disciplines, using collaborative autoethnography. Findings The paper highlights unique challenges and opportunities in embedding sustainability education and potential institutional pathways to enable interdisciplinary approaches to embedding EfS. Originality/value The paper highlights unique challenges and opportunities in embedding sustainability education and the role of institutional support in overcoming differing worldviews.

show abstract

Academics’ perspectives on a student engagement and retention program: dilemmas and deficit discourses

Cited by 3 publications

References 43 publications

Reflections of a student engagement program designed and delivered by academics

Reflections of a student engagement program designed and delivered by academics

Enhanced learning engagement through teaching presence in online distance education

Common experiences and critical reflections: embedding education for sustainability in higher education curricula across disciplines

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