Moving beyond transition pedagogy Maturity models student engagement

Moving beyond transition pedagogy: Maturity models & student engagement 2012 ERGA Conference 19 -21 September 2012 Karen Nelson, John Clarke & Ian Stoodley, QUT Establishing a framework for transforming student engagement, success and retention in HEIs:

Inspiration “stop tinkering at the margins of institutional academic life and make enhancing student success the linchpin about which they organize their activities. . . establish those educational conditions on campus that promote the retention of students, in particular those of low-income backgrounds”. Tinto, V (2009) Taking Student Retention Seriously: Rethinking the First Year of University. Keynote address ALTC FY Curriculum Design Symposium, QUT, Brisbane, Australia, February 5, 2009. 2 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Topics � Background � rationale, to project: significance, & objectives � Beyond the transition pedagogy � Overview of maturity models � A SESR example � Findings so far. . . � Discussion 3 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Rationale � Existing bodies of work report on students perceptions and their experiences in higher education (e. g. AUSSE, CEQ, FYEQ, UES, ISB. . . ) � No similar attention to sector-wide assessment of institutional activities designed to enhance students learning experiences � Timing for the sector – WP, performance based funding, compacts, increased attention to HE reputation, quality. . . � Concept of a maturity model appealing: � Focus on sustainable processes � Enable contextual interpretation of activities � Assess other organisational imperatives (e. g. Quality, BPM) Establishing a framework for transforming student engagement, success and retention in HEIs: 4 An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Significance � Student success largely determined by experiences in first year � Increasing evidence that factors beyond students control influence success and success � Engagement success & retention � Institutions striving to strengthen / implement strategies to foster and promote learning engagement � Need for a comprehensive framework to benchmark within and between institutions Student Engagement Success and Retention 5 (SESR) Maturity Model (SESR-MM) Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Project Objectives �Develop a SESR Maturity Model (SESR-MM) �Design a SESR Maturity Assessment Inventory �Implement the SESR Maturity Survey and develop a series of Case Studies that explain and describe SESR practices in context �Publish Institutional Maturity Reports (for project team institutions) �Develop & publish a Sector SESR Maturity Model Report (model, inventory findings, case studies, tools) 6 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Generational approaches to the FYE (Kift, 2009; Wilson, 2009; Kift, Nelson & Clarke, 2010; ) 1 st generation FYE Essentially co-curricular – professionals on curriculum’s periphery 2 nd generation FYE Curriculum focus – recognizes entering diversity and supports student learning experience via pedagogy, curriculum design, & L&T practice – requires faculty & professional partnerships 3 rd generation FYE 1 st and 2 nd generation FYE quality assured and seamless across institution, across all its disciplines, programs & services via faculty & professional partnerships 7 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Transition pedagogy A guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts. Kift & Nelson (2005) http: //conference. herdsa. org. au/2005/pdf/refereed/paper_294. pdf 8 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Informing Literature Capability Maturity Models Transition Pedagogy Student Engagement (AUSSE) 9 SESR-MM FYEQ Data & Reports Model of student engagement Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Maturity Models � Precursors in Maslow’s (1954) Hierarchy of Needs and Nolan’ (1973, 1979) Stage Theory � Influenced by TQM and the evolutionary stages of practice adoption (Crosby, 1979) � Emergence of Capability Maturity Models � Key concepts of org. Mgt derived from TQM � Notions of sequential and progressive stages � Ideas about capability of s/ware development orgs � CMM frameworks map an improvement path from ad -hoc immature to a mature disciplined processes 10 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Features of Maturity Models Precursor Influences Theory, practice, background and history of maturity models Content: Discipline theory and practice Categories Processes Practices 11 Dimensions of maturity Maturity of key practices interpreted for each dimension Measures of Quality (scale of 4 points) Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

SESR Content Category (5) Process (n) Practice s (Nn) 12 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

For example. . . Timely Access to Support (1/5) Transition to University Orientation Program 13 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Planned Defined Managed categories Fully adequate Ad hoc Delivery processes Largely adequate practices Adequacy Partially adequate Dimensions Not adequate Content Optimising 14 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

For example. . . 15 Ad hoc Delivery Transition Planned to Uni The. Defined delivery / provision/visibility Managed of Orientation Optimising Programs Category Integrated suite of programs / a holistic approach Process Access to Support Generic & discipline programs Orientation programs are available to students Maturity Assessment: Pervasiveness & Adequacy Limited discrete programs Practice Dimensions No programs are provided Content Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

What we have found so far ? SESR Category Curricula that engage students in learning Access to support Example Processes -engaging pedagogies -authentic assessment -feedback processes -proactive monitoring -extended service ‘hours’ Example Practices -role plays -collaborative learning -monitoring student learning engagement -academic advising -peer programs A sense of belonging -inclusive language & practice -cultural competence -develop successful identity -communication -flexible delivery strategies -orientation and Transition pedagogy -whole of course design -academic & professional transition as a process -technologies that Capacity, resources, -staff development policies student engagement, support flexible learning infrastructure, policy Establishing-apromotion framework for transforming success and retention in HEIs: 16 An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013 -physical & virtual

Project Progress / Timeline Key Activities Timeframe Develop a SESR Maturity Model (SESR-MM) Oct 2011 Sept 2012 • Conceptual model from literature analysis (top down) • Categories derived from practices and processes identified through workshops in team institutions (bottom up) Design a SESR Maturity Inventory Feb – Dec 2012 Conduct SESR Maturity Assessments in 3 team institutions : 3 stage process. Develop a series of Case Studies to explain & describe SESR maturity in the context of each institution. Feb – April 2013 March - May 2013 Publish Institutional Maturity Reports (team institutions) June - July 2013 Develop & publish a Sector SESR Maturity Model August - Sept 17 a framework transforming student engagement, success and retention in HEIs: Report (model, Establishing case studies &fortools) 2013 An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Moving beyond transition pedagogy: Maturity models & student engagement http: //studentengagementmaturitymodel. net/ Questions & Discussion Thank you for participating in this session. Please contact the authors for more information about this project. Establishing a framework for transforming student engagement, success and retention in HEIs: