Students together with academics ensures retention and success: The STARS project

Abstract

BackgroundApproximately 23% of Australian undergraduate students who commenced a degree in 2018 will not complete their program of study. Of these students, approximately 25% cite their ‘study is too hard’ or ‘too much’ when withdrawing from their degree. Research has identified that the most common group of students to struggle with completing their program of study are those from equity groups. ObjectivesThis paper explores a support strategy aimed at improving the first-year student experience and progression rates. DesignA proof of concept project was undertaken to explore undergraduate midwifery students' experiences of an Expectation Led Planned Organisational teaching strategy into a course. SettingsThe study was undertaken at two sites of a regional University in New South Wales, Australia. ParticipantsAll students (n42) enrolled in a core course, in the first year of a Bachelor of Midwifery program. MethodsA mixed methods approach was used. Quantitative data was collected through the university's program and course management systems and analysed using descriptive statistics to find patterns. Qualitative data were collected via a focus group to provide greater knowledge of the acceptability of the strategy and analysed using content analysis. ResultsThe inclusion of sequenced email reminders for upcoming assessment tasks was valued by students. There were greater retention and progression rates and a shift in the grade distribution towards higher course grades overall. Student satisfaction with learning activities increased along with course assessment satisfaction. ConclusionStudent engagement in learning is enhanced and retention and success rates are increased when academics use technology in a student focused manner. Further research is required to further explore and evaluate strategies that are student focused and acceptable as well as sustainable for the higher education context.