This book explores successful transition strategies to, within and from university for students from around the globe, with Macquarie University, a large Australian university, studied in depth. It addresses the meaning of success taking a variety of perspectives, including student, staff and employer views. The chapters present a series of initiatives that have proven to be successful in assisting students in developing their academic potential throughout university and beyond. The authors of the chapters use a variety of methodologies and approaches reflecting the diverse local contexts and requirements. These international perspectives demonstrate a triumph of practice that has led to the empowerment of individuals and groups. The approaches from twelve universities located in eight different countries stem directly from the coalface and provide many valuable lessons and tools that colleagues in the sector will be able to consider and adapt in their own contexts.
Small interventions matter, from a mentor of a nervous student who goes on to achieve greatness, to the use of a curriculum design model that hooks a whole group of students into learning and achievement. This book covers both the small, individual victories and the larger scale strategies that support success. Contributions emanate from Australia, Bangladesh, India, China, New Zealand, United Kingdom, Canada, USA, Uruguay and South Africa.
สารบัญ
Chapter 1 Success in Higher Education.- Part I: Transitions to University.- Chapter 2 Student Engagement for Student Success: Pre-Commencement Strategies via Kick Start.- Chapter 3 Mentoring for Success: Programs to Support Transition to and from University.- Chapter 4 Evaluation Criteria for a Science Access Program: A Case Study at a South African University.- Part II: Transitions within University.- Chapter 5 Student Approaches to Learning, Conceptions of Mathematics, and Successful Outcomes in Learning Mathematics.- Chapter 6 The Maths Arcade: A Tool for Supporting and Stretching Mathematics Undergraduates.- Chapter 7 Practice and Practise in University: What Defines Success and How does Online Assessment Support Achieving This?.- Chapter 8 Success Strategies for International Students in China.- Chapter 9 Peer Assisted Learning: Strategies to Increase Student Attendance and Student Success in Accounting.- Chapter 10 Student Representation in Large University Courses: A Model of Student Partnership.- Chapter 11 The Role of Leadership Education: Benefits and Challenges for At-Risk Students.- Part III: Transitions from University.- Chapter 12 Three Modes of Work-Integrated Learning: Stories of Success.- Chapter 13 Sustainable Employability in Higher Education: Career Development Outside of the Curriculum.- Chapter 14 Transitioning to Professional Work: A View from the Field.- Part IV: The Whole Journey.- Chapter 15 Success at University: The Student Perspective.- Chapter 16 Academic Literacy Support: Teaching along the Continuum.- Chapter 17 Program Curriculum Alignment: Designing for Success.- Chapter 18 Academic Choices and Perceptions of Success by Students in Mumbai: An Analysis of Socio-Cultural Factors.- Chapter 19 Higher Education in Bangladesh: The East West University Experience.- Chapter 20 A Curriculum Design Decision as the Starting Point for a Multidisciplinary Research Group.- Chapter 21 Doctoral Student Success: Mc Gill University’s Holistic Support Model.
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Leigh Wood is Associate Dean, Learning and Teaching at the Faculty of Business and Economics at Macquarie University in Australia. Her research has focused on enhancing experience and improving outcomes for students and staff. The ultimate aim is to provide a vibrant higher education sector to support our economic and personal futures. Leigh’s research has spanned the transition to university, the transition to professional work and the investigation of key concepts in disciplines.
Yvonne Breyer is the Director of Learning and Teaching at the Faculty of Business and Economics at Macquarie University in Australia. She has extensive expertise in online technologies and a research background in applied linguistics. She mentors fellow academics in professional development and learning and teaching (particularly in assessment and feedback, and integrating technologies into learning and teaching). Yvonne has been involved and led a number of research projects inlearning and teaching, and publishes in the areas of teaching, retention and success in higher education.
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