Abstract
Widening participation has led to an increase in the number of students from non-traditional backgrounds accessing higher education. However, there is limited information available on interventions that identify and support disengaged students from equity groups at scale. The aim of this study is to investigate the performance and retention of commencing students from different equity groups and the impact of an early intervention targeting disengaged students at a large regional Australian university.
The data presented in this study has been analysed from all domestic students enrolled in a bachelor level course from our regional Australian university 2019-2021 inclusive. A total of 86% of students were from at least one of the 5 equity groups examined. Disengaged students were identified due to non-submission of an early assessment item in week 4 in the commencing semester and were provided targeted support via phone and 2-way SMS. If a student identified as disengaged had successful dialogue with the outreach team they were 1.5 times more likely to pass, and 2 times less likely to receive a zero fail. Seventeen per cent of students were members of 3 or more equity groups which was associated with decreased progress and retention rates, and an increased risk of being identified as disengaged. A key finding of this study is that equity group membership is not necessarily an overall risk factor, however at stages of a student’s commencing session certain equity groups experience significant disadvantage. This disadvantage is magnified for students who belong to multiple equity groups.
The data presented in this study has been analysed from all domestic students enrolled in a bachelor level course from our regional Australian university 2019-2021 inclusive. A total of 86% of students were from at least one of the 5 equity groups examined. Disengaged students were identified due to non-submission of an early assessment item in week 4 in the commencing semester and were provided targeted support via phone and 2-way SMS. If a student identified as disengaged had successful dialogue with the outreach team they were 1.5 times more likely to pass, and 2 times less likely to receive a zero fail. Seventeen per cent of students were members of 3 or more equity groups which was associated with decreased progress and retention rates, and an increased risk of being identified as disengaged. A key finding of this study is that equity group membership is not necessarily an overall risk factor, however at stages of a student’s commencing session certain equity groups experience significant disadvantage. This disadvantage is magnified for students who belong to multiple equity groups.
Original language | English |
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Pages | 10 |
Number of pages | 1 |
Publication status | Published - 2022 |
Event | National Conference for Regional, Rural and Remote Education 2022: Encountering the Riverina: Developing Inter-cultural Capabilities in Environmental Education - Novotel Barossa Valley Resort, Barossa Valley, Australia Duration: 13 Oct 2022 → 14 Oct 2022 Conference number: 36 https://journal.spera.asn.au/index.php/AIJRE/issue/view/99 (Published posters, case studies and academic presentations) |
Conference
Conference | National Conference for Regional, Rural and Remote Education 2022 |
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Abbreviated title | Regional, Rural and Remote Education |
Country/Territory | Australia |
City | Barossa Valley |
Period | 13/10/22 → 14/10/22 |
Internet address |
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