Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15759
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dc.contributor.authorGodwin, Julieen
dc.date.accessioned2014-09-26T11:44:00Z
dc.date.issued2010-
dc.identifier.citationUniversity Learning and Teaching Futures Colloquium Detailed Program, p. 4-4en
dc.identifier.urihttps://hdl.handle.net/1959.11/15759en
dc.description.abstractThe 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.en
dc.languageenen
dc.publisherTeaching and Learning Centre, University of New Englanden
dc.relation.ispartofUniversity Learning and Teaching Futures Colloquium Detailed Programen
dc.titleRe-thinking persistence in the first year of higher educationen
dc.typeConference Publicationen
dc.relation.conferenceUniversity Learning and Teaching Futures (ULT-Futures) Colloquium: Rethinking Learning in Your Discipline, Armidale, Australia, 8th - 9th September, 2010en
dc.subject.keywordsHigher Educationen
local.contributor.firstnameJulieen
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930403 School/Institution Policies and Developmenten
local.subject.seo2008930499 School/Institution not elsewhere classifieden
local.subject.seo2008939903 Equity and Access to Educationen
local.profile.schoolLearning and Teaching Transformationen
local.profile.emailjgodwin3@une.edu.auen
local.output.categoryE3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20140726-213053en
local.publisher.placeArmidale, Australiaen
local.format.startpage4en
local.format.endpage4en
local.contributor.lastnameGodwinen
dc.identifier.staffune-id:jgodwin3en
local.profile.roleauthoren
local.identifier.unepublicationidune:15996en
dc.identifier.academiclevelAcademicen
local.title.maintitleRe-thinking persistence in the first year of higher educationen
local.output.categorydescriptionE3 Extract of Scholarly Conference Publicationen
local.conference.detailsUniversity Learning and Teaching Futures (ULT-Futures) Colloquium: Rethinking Learning in Your Discipline, Armidale, Australia, 8th - 9th September, 2010en
local.description.statisticsepubsVisitors: 134<br />Views: 135<br />Downloads: 0en
local.search.authorGodwin, Julieen
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