September 2009 — Volume 3, Issue 5

New study throws light on attrition

An ALTC-funded study of 1400 students at Edith Cowan University (ECU) has revealed the critical importance of staff support in student progress and retention.

The project, “Diversity: A longitudinal study of how student diversity relates to resilience and successful progression in a new generation university,” was led by Associate Professor Adrianne Kinnear of ECU.

According to Associate Professor Kinnear, the results of the university-wide survey found that factors such as relationships with teaching staff, subject interactivity and work-integrated learning all affected the successful progression of students.

“These findings are especially relevant given the Australasian Study of Student Engagement figures that showed that last year, a third of students considered dropping out of their degree,” Associate Professor Kinnear said.

Using both qualitative and quantitative data, the project used the voices of diverse cohorts of students to describe their learning journeys as they progressed through the later years of their degree and into the workforce.

Most importantly, the project focused on the impact of diversity on student progression, with conclusions revealing that for some groups of students, diversity can have very significant implications.

According to the study, students from a non-English speaking background experiencing language difficulties and those ‘with a culture that calls attention to difference,’ are more likely to be marginalised in the learning environment, and thus unable to access the strategies that other students successfully follow to achieve positive learning outcomes.

“Diversity plays a big role in successful student progression, especially for students of non-English speaking backgrounds and others with language difficulties,” Associate Professor Kinnear said.

According to the Associate Professor, the lack of focused, inclusive classroom strategies for these students leaves them isolated and unable to utilise important progression tools that are readily available to others.

“For example, peer support and peer networks are very important tools but we found indications that it is more
difficult for international students to develop such networks,” Associate Professor Kinnear said.

One factor that remained constant regardless of student diversity was the importance of alternate study options.

“For most students, whether they be parents, mature-aged, or the first in their family to attend university, interactive and flexible, supportive learning environments are very important for successful progression.”

The study also recognised the importance of workintegrated learning and learning guidance assistance.

“Positive relationships with teaching staff within the learning environment have been proven to enhance progression for successful students because they make help-seeking less daunting and encourage academic achievement,” Professor Kinnear said.

In terms of transition to the workplace, the project found that learning environments that embed authentic industry experience into the degree program are most successful at improving the student transition into the workplace.

The results of the project will be used to improve student progression both within ECU and throughout Australian universities.