Abstract
This paper proposes a model of student support based on student goals and strengths, rather than addressing their weaknesses. It argues that Hope Theory can be used in education as it has been used in counselling to assist students to develop goal setting and a sense of agency by building on their strengths. It suggests that careful curriculum design and engaged learning are essential to building hope and eventual learning success; and that this can be achieved through ongoing collaboration between professional and academic staff. While acknowledging the limitations of a convenience sample, it presents a case study of a single first year course with an enrolment of 250 students.
Highlights
This paper proposes a model of student support based on student goals and strengths, rather than addressing their weaknesses
The Australian Government has announced its ambition for growth in higher education attainment, aiming for 40% of all 25 to 34 year olds to hold a qualification at bachelor level or above by 2025 (Bradley, Noonan, Nugent, & Scales, 2008), and has established as a priority the transformation of access to higher education by students from low socio economic backgrounds (Commonwealth of Australia, 2009)
Students arriving at the University of Newcastle (UoN), Australia, seem increasingly to be overwhelmed by what faces them, rather than excited by new opportunities and interesting challenges
Summary
The Australian Government has announced its ambition for growth in higher education attainment, aiming for 40% of all 25 to 34 year olds to hold a qualification at bachelor level or above by 2025 (Bradley, Noonan, Nugent, & Scales, 2008), and has established as a priority the transformation of access to higher education by students from low socio economic backgrounds (Commonwealth of Australia, 2009) Criticisms of these changes and predictions of their outcomes have been expressed in both the popular and academic press (Bosanquet, 2009; Hare, & Ross, 2012; Massaro, 2009; Meyers, 2012). They argue that more effective approaches to student retention and success should be based on working with students’ strengths
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