Ana Lobo, University College, CoBE
University College (UC) offers a selection of innovative and flexible courses designed to cater to students seeking shorter, career-focused qualifications or a pathway into a University of Tasmania bachelor program. Our students come from diverse backgrounds: many of which are considered non-traditional and ‘at-risk’ of withdrawal, such as non-English speaking background (NESB) and First-in-Family (Stone & O’Shea, 2019), and mostly study via distance.
Our cohorts have shown us that adopting a one-size-fits-all approach to student engagement and retention does not work for them, which is why we explored a style more tailored to their needs. This approach aims to foster a sense of connection, belonging, and active participation within our students’ academic journeys. It draws inspiration from the Negotiated Engagement Interview model by Wilson (2014) and aligns with UC's overarching retention framework, which is rooted in Lizzio's Five-Senses of Student Success (2006) and our commitment to enhancing retention rates.
Tailored to the needs of University College students, the Negotiated Engagement Approach (NEA) encourages students to build a connection with staff before commencing while sharing their goals for university and collaboratively formulating a plan that will help them enhance their chances of academic success.
For the NEA to flourish, it requires a concentrated effort from the entire UC community: collectively dedicated to ensuring that students are warmly welcomed and supported, commencing from the moment they accept an offer and enrol in our academic programs.
This Lightning presentation will unpack how UC has ensured that retention is ‘everyone’s business’ and has weaved the NEA into the fabric of teaching and learning. It will also detail the importance of collaborating with our students early, which is an instrumental factor in achieving the most favourable academic outcomes (Wilson, 2014).
Lizzio, A. (2006). Designing an orientation and transition strategy for commencing students: A conceptual summary of research and practice. Griffith University.
Stone, C., & O'Shea, S. (2019). Older, online and first: Recommendations for retention and success. Australasian Journal of Educational Technology, 35(1), 57–69. https://doi.org/10.14742/ajet.3913
Wilson, K. (2014). Practical leadership for developing and sustaining first-year learning environments that facilitate the success of a diverse student population: Final report 2014.
Australian Office for Learning and Teaching. https://nla.gov.au/nla.obj-3068423024