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|Title:||Re-thinking persistence in the first year of higher education||Contributor(s):||Godwin, Julie (author)||Publication Date:||2010||Handle Link:||https://hdl.handle.net/1959.11/15759||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 Name:||University Learning and Teaching Futures (ULT-Futures) Colloquium: Rethinking Learning in Your Discipline, Armidale, Australia, 8th - 9th September, 2010||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||HERDC Category Description:||E3 Extract of Scholarly Conference Publication||Statistics to Oct 2018:||Visitors: 134
|Appears in Collections:||Conference Publication|
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