6: Summary and Recommendations

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• Summary
• Recommendations

Summary

The University of South Australia is the largest higher education institution in South Australia with around 23 000 full-time and part-time students enrolled in the widest range of professional and general higher education courses in the State. Its nine faculties, located on six campuses, including a non-metropolitan campus situated in the provincial city of Whyalla, and its Flexible Learning Centre facilitate the access of a wide cross-section of the State’s population to its programs.

The University’s antecedent institutions had both developed a strong commitment to providing high quality education for students from a wide range of backgrounds. This commitment has been extended by the University of South Australia with its incorporation into the Act of Establishment, mission, values, goals and objectives and expressed through its policies, procedures, structures and curriculum. The University’s annual Equity Plan and Aboriginal Educational Strategy, for example, have been fully integrated into the University’s Corporate Plan and thence into all aspects of its planning, evaluation and quality assurance processes.

Consistent with its commitment to equity, the University has developed flexible entry policies which provide for:

• school leaver applicants with the widest range of year 12 subjects accepted for the calculation of a tertiary entrance score of any South Australian university;
  
• applicants for special entry considerations, for example Indigenous students;
  
• mature age applicants who have completed the Special Tertiary Admission Test (STAT);
  
• a specialist access award, the Associate Diploma in University Studies (now the Diploma in University Studies), designed for students who would not otherwise be eligible for higher education entry;
  
• applicants with TAFE experience;
  
• people with previous higher education experience;
  
• applicants who have completed at least four Open Learning Australia subjects at the appropriate level;
  
• a special access scheme (USANET) for school leavers from low socio-economic backgrounds; and
  
• recognition of a range of prior learning experiences outside the mainstream tertiary sector.

The University thus admits students from a very diverse range of backgrounds. The challenge facing it is to understand and eliminate the causes of any differential outcomes in terms of attrition, participation and success indicators across this range of students, and in particular for those from the targeted equity groups. In an effort to identify relevant strategies to ensure successful course outcomes for equity group students the following three key issues were addressed in this investigation:

• the factors that affect the progress of students including Indigenous and other equity group students admitted on the basis of the University’s diverse entry criteria;
  
• the reasons why students withdraw from their course of study; and
  
• the support services and the teaching and learning environment that lead to more successful performance.

The literature suggests that student attrition is a result of a complex relationship between students and the teaching and learning environment. The Student Integration Model (Tinto 1975) and the Model of Student Departure (Bean 1980) can be integrated into a single analytical framework (Cabrera, Casteneda, Nora and Hengstler 1992) to provide insights into these relationships. The policy discussion paper on advancing the national equity framework (DEET 1995) supports this analytical framework by moving the focus of addressing educational disadvantage in participation and outcomes from an emphasis on the equity student groups themselves to the higher education system as a whole, including the relationship of different groups of students to the system.

There is a paucity of research into student performance and attrition in higher education in Australia with the most noticeable gap being in relation to specific equity groups, however the limited evidence available suggests that these students are more at risk of poor performance and systemic withdrawal. The nature of the relationship between various equity characteristics and these differential outcomes is yet to be established. Further, it is unclear whether strategies designed to enhance the performance and reduce attrition among students in general may be relevant here and hence effective in improving the teaching/learning environment for students from specific equity groups.

The study was conducted in two phases; the first an analysis of current and historical statistical data to determine patterns of participation and outcomes for particular groups of students, the second an analysis of data collected from a survey of all commencing undergraduate students who withdrew from the University during the first semester 1995 and a corresponding group who persisted with their studies. A small number of respondents who had withdrawn were interviewed as was a small group of key University support staff, such as student counsellors.

The date that students withdraw from the University of South Australia affects their status with the HECS cut-off date and a subsequent final withdraw without fail date being critical. It was thus decided to survey students grouped to coincide with three important dates, with survey distribution as follows:

• group 1, the HECS cut-off date—283 questionnaires distributed, resulting in 167 useable responses (59.0 per cent response rate);
• group 2, the last day to withdraw without failing—75 questionnaires were dispatched resulting in 40 useable responses (53.3 per cent response rate);
• group 3, the last day of first semester—81 questionnaires were posted resulting in 41 useable responses (50.6 per cent response rate); and
• group 4, the first day of second semester—618 questionnaires dispatched to a random sample of commencing students who were still active resulting in 391 useable responses being received (63.3 per cent response rate).

An outcome of the University’s broad admissions policies is that it has a high percentage of students who fall into at least one of the targeted equity categories, with 1995 participation rates for all but one of these groups generally higher than for the other two South Australian universities and than national averages. A complete or incomplete prior TAFE qualification has been an important admission avenue for many equity group students, except those from a non-English speaking background, while the mature age entry test does not appear to be a common entry route for any equity group. Indigenous students have entered via a range of avenues, such as bridging courses, a Faculty of Aboriginal and Islander Studies special entry test and other means of direct entry.

Commencing undergraduate students who were surveyed cited their desire to study in a field that really interested them and to gain entrance to an attractive career as the most important reasons for enrolling. These were the dominant reasons given by each equity group except the external persisting group, who reported that advancement in their present job was the most important motivation for enrolment, a motivation echoed by the Associate Diploma group.

The group of persisting students, the three groups of withdrawing students and the Associate Diploma students reported similar perceptions of their transition experiences. Time management difficulties, general transition concerns and a lack of understanding of the expectations of them at university were the dominant issues selected by each group. Among equity groups, those who withdrew tended to raise more concerns over transition than those who persisted and this was particularly so for Indigenous and NESB students. Withdrawing external students also had concerns here.

While all students tended to find teaching staff helpful and their courses interesting and relevant to future plans, these views were stronger among the persisting group. Both withdrawing and persisting groups however expressed concern over course-related matters such as study load, teaching methodology, class sizes, course expectations and feeling motivated and encouraged by staff. Among equity groups, NESB students, particularly those who withdrew, tended to report more negative course experiences than others. Indigenous students felt under pressure, did not feel motivated by staff and were unsure of the expectations of them but reported that their courses were more relevant to future plans than other groups. The Associate Diploma group tended to report a more positive course experience than the total group of surveyed students and in particular were happier with the teaching support they received.

In relation to personal issues affecting studies, problems in combining study and family/social/community responsibilities, problems in combining paid work and study commitments, and financial problems were identified as most significant. External and Associate Diploma students who withdrew in particular reported problems combining paid work and study, in contrast to those who did not withdraw. Both groups of Associate Diploma students reported problems combining study and family/social/community responsibilities. Those equity group students who persisted with their studies were less likely than those who withdrew to express concern with either work or other responsibilities, or with loneliness and depression at University. Students from non-English speaking backgrounds who withdrew were the least likely group to report problems combining paid work and study, but they were the most likely group to indicate that financial problems adversely affected their study.

The equity groups which reported the highest levels of concern regarding their university experience tended to be the Indigenous and NESB students, together with external students. Amongst the range of available student support resources, students made the most use of the library and the computing facilities, indicating that they were reasonably satisfied with these resources. External students and Indigenous students who withdrew were the least likely sub-groups to use the range of support resources available, a significant finding in the context of the concerns these students raised with respect to their experience of the university teaching and learning context, and their attrition rates relative to other groups. A number of specialist support resources are provided for both these groups of students and further research into their use and the degree of satisfaction with these resources is recommended.

The majority of commencing students who withdrew in the first semester 1995 did so before the HECS cut-off date. Attrition rates for Indigenous students were very high, and those for external students were also well above the University’s average with substantial overlap among students in these two groups. Success rates (including weighted average marks) for Indigenous students were low in comparison with those for non-Indigenous students and those for external students were also lower than the University average. Success rates for low SES and rural/isolated categories were around the University average while women students were found to be consistently above average performers. Students from non-English speaking backgrounds experienced below average success rates but also had lower attrition rates, indicating a high motivation to stay enrolled.

In terms of reasons given for withdrawal, personal, employment, financial, academic preparation and the course itself dominated, although there were variations in their relative significance across equity groups. Personal decisions were significant for women and the rural/isolated groups, employment for external students, while personal and financial reasons dominated for NESB students. The low SES group identified the course itself along with personal reasons as the most important for their decision to withdraw while Indigenous students suggested academic preparation, employment and financial issues were significant. For all groups employment was a reasonably important concern except, to some extent, for the NESB and low SES students.

Not surprisingly, acceptance of an offer to a preferred course, either within or outside the University was important for those students who withdrew early in the semester; however, employment and financial issues were also significant. As the semester progressed, financial and then employment and personal issues dominated as reasons for withdrawal. Younger students, including most school leavers, were more likely to withdraw to take up another course offer, or because of induction, transition or personal reasons. For older students, many of whom were admitted via TAFE, mature age entry or special entry, employment and financial issues were a major consideration. For all groups, including the Associate Diploma group but excepting school leavers, employment issues were important reasons for withdrawal thus providing insights into the intervention strategies required to reduce attrition. The dominance of induction/transition issues identified by younger students indicates another focus for effective intervention strategies.

The outstanding feature emerging from the foregoing analysis is that Indigenous students and external students, and to a lesser extent students from non-English speaking backgrounds, face a range of issues in progressing through their university studies. The University wishes to better understand the relevance of characteristics shared by these groups in relation to attrition and success in particular, in the context of an exploration of the nature of the interactions between these characteristics and their experience of university study. Even more critically, it wishes to identify changes which can be introduced to its processes and programs to improve the quality of the teaching and learning environment for its diverse range of students and hence reduce these differential outcomes.

Recommendations

This study has identified some aspects of the learning and teaching environment which influence student decisions and affect their behaviour in relation to performance and withdrawal. It has also shown that aspects of the teaching and learning environment at the University of South Australia are experienced differentially by different groups of students, including those from equity groups, and that this interaction between student and institutional characteristics contributes to unequal outcomes of the higher education experience for certain identifiable groups. The University wishes to better understand those aspects of institutional processes and culture which are currently less functional in terms of a positive teaching and learning environment for some identifiable groups of students. It further wishes to identify the nature of improvements which can be made to its policies and procedures in order to achieve more consistently positive interactions with its diverse student population. These endeavours are at the heart of the University’s commitment to achieving greater equality of educational experiences and outcomes for the diverse range of students for which it has provided pathways into its courses. The recommendations below address matters which will assist in this process.

Chapter 4 provides a comparative analysis of the pattern of performance and withdrawal of students from the targeted equity groups identified in A Fair Chance for All (DEET 1990), revealing variation in the performance of different groups of students. A necessary condition for this type of analysis is the availability of accurate data. However, this analysis was to some extent constrained here, in particular by the unreliability of data relating to the basis of admission provided to DEETYA via the Higher Education Statistical Collection.

Recommendation 1

• DEETYA review definitions and instructions relating to the recording of basis of admission data in order to remove ambiguities in classification.

The discussions in Chapter 4 and Chapter 5 address a range of concerns expressed by students and staff about transition to university study. The need for students to be fully informed as early as possible about the requirements of their course of study was identified as a significant issue for both mature aged and school leaver commencing students. More focussed information on what is expected of students at university, prior to application and also prior to enrolment, followed by a formal and course specific induction/academic skills orientation program at the commencement of courses were recommended as effective responses to this issue.

Recommendation 2

• A high priority be placed on providing prospective students with a clear understanding of course requirements and expectations prior to enrolment and as part of the orientation process.

Recommendation 3

• Faculties consider the integration of discipline specific induction/academic skills components into the initial stages of undergraduate programs.

Specific difficulties experienced by commencing students and often triggering a decision to withdraw revolve around the issue of receiving initial feedback too late, often after the HECS deadline. Efforts need to be made to ensure early initial feedback which is diagnostic with respect to study difficulties.

Recommendation 4

• Emphasis be placed on early initial and diagnostic feedback which is structured into all first year undergraduate programs.

The discussion in Chapters 4 and 5 confirmed the results of a number of related studies. Indigenous students, those studying externally and those from non-English speaking backgrounds face a number of issues in their experience of university study. Furthermore, the likelihood of less positive educational outcomes, as reflected in attrition and success rates, is compounded for these students by the overlap between these groups and the greater propensity of Indigenous students to be studying externally.

Recommendation 5

• Further research be undertaken to investigate the relationship between the specific learning experiences and attrition and success rates of external students, particularly those from the targeted equity groups.

Recommendation 6

• The University continue to build on its expertise in effective course design and teaching methodologies in the distance mode by developing further methods of program delivery and study support that are tailored to the educational characteristics of those equity group students represented among external students.

This study revealed differential use of educational support resources and indicated that many students who might benefit from these resources are not currently accessing them. In particular, of specific concern is the low use of student support resources by Indigenous and external students, both groups with above average attrition rates. This contrasts with the high use of student support resources by NESB students, a group with lower progression but also lower attrition rates than the group as a whole.

Recommendation 7

• Research be undertaken into the effectiveness of student support resources in improving the educational outcomes of different groups of students in order to:
  
  • identify in more detail patterns of usage of student support resources by the range of equity group students, particularly those resources provided specifically for Indigenous and external students; and
    
  • isolate and address factors currently preventing some groups of students from using student support resources.

Recommendation 8

• Priority be given to identifying and providing student support resources relevant to the educational characteristics of equity student groups.

Increased diversity of the student population has stimulated a number of changes in the teaching culture and procedures of the University. The University has taken a proactive and planned response to these challenges; for example, with its Memorandum of Understanding with TAFE, its recently adopted guidelines to support the implementation of its policy on the recognition of prior learning, efforts towards inclusive curriculum reform and statement on variations to the standard requirements for examinations. There are still aspects of the University’s organisational culture and administrative processes, however, that require further attention. Mature aged students, for example, often have difficulties combining full-time work with university study, difficulties considerably compounded by inflexible timetabling.

Recommendation 9

• Universities increase the flexibility of course timetables and other administrative requirements in response to the growing number of students who are mature aged, part-time and have work commitments and family and/or community responsibilities.