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Title: Re-thinking persistence in the first year of higher education
Contributor(s): Godwin, Julie  (author)
Publication Date: 2010
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Abstract: The issue of persistence, particularly of students in their first year of study, is high on the agenda of Australian universities. While such an interest in the progression of students is not new, the prevailing characteristics of the tertiary sector, for example diminishing resources, increased competition and retention based performance indicators, give prominence to student persistence as a matter of concern. There is, however, a lack of clarity around what persistence means, and a multitude of causal factors have been proposed. It is widely accepted that for many students, balancing differences in their beliefs, norms and expectations and those encountered within tertiary institutions can be difficult, and programs that support the academic and social integration of new students are now commonplace. Despite this, retention rates remain largely unchanged. Perhaps consideration should be given to harnessing the potential of difference rather than simply addressing it.
Publication Type: Conference Publication
Conference Details: University Learning and Teaching Futures (ULT-Futures) Colloquium: Rethinking Learning in Your Discipline, Armidale, Australia, 8th - 9th September, 2010
Source of Publication: University Learning and Teaching Futures Colloquium Detailed Program, p. 4-4
Publisher: Teaching and Learning Centre, University of New England
Place of Publication: Armidale, Australia
Field of Research (FOR): 130103 Higher Education
Socio-Economic Objective (SEO): 930403 School/Institution Policies and Development
930499 School/Institution not elsewhere classified
939903 Equity and Access to Education
HERDC Category Description: E3 Extract of Scholarly Conference Publication
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