Re-thinking persistence in the first year of higher education

Title
Re-thinking persistence in the first year of higher education
Publication Date
2010
Author(s)
Godwin, Julie
Type of document
Conference Publication
Language
en
Entity Type
Publication
Publisher
University of New England, Teaching and Learning Centre
Place of publication
Armidale, Australia
UNE publication id
une:15996
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.
Link
Citation
University Learning and Teaching Futures Colloquium Detailed Program, p. 4-4
Start page
4
End page
4

Files:

NameSizeformatDescriptionLink