Impact of centrally coordinated higher education pre-commencement of teaching student support initiative (FedReady) on student engagement: A regional university case study

  • Nina Fotinatos Federation University (Director, Centre of Learning, Innovation and Professional Practice)
  • Ellen Sabo Federation University (Manager, Student Futures, Centre of Learning, Innovation and Professional Practice)

Abstract

This case study describes how a dual-sector regional university in Ballarat (Victoria, Australia) developed and implemented a voluntary, no-fee, student academic capability supportive initiative in 2012. The initiative required 4-6 months of planning prior to the first delivery. The FedReady 5-day initiative was purposely designed to provide both domestic and international students from all disciplines, with knowledge, skills and opportunities to apply these skills 2 weeks prior to the commencement of their teaching semester. The initiative complements existing Federation University (FedUni) student academic support initiatives targeted at supporting students from low socioeconomic status backgrounds, first in family student cohorts and those who have minimal engagement experience with higher education. The initiative is co-delivered by both staff and student academic leaders (students employed as staff) and is delivered twice a year. The initiative is comprehensively evaluated using both qualitative and quantitative methods in conjunction with faculty and service centre staff.

Author Biographies

Nina Fotinatos, Federation University (Director, Centre of Learning, Innovation and Professional Practice)

Associate Professor (A/P) Nina Fotinatos has extensive background in leadership, management, student support initiatives, leading institution projects and implementing institutional change focused on learning and teaching professional development. 

Ellen Sabo, Federation University (Manager, Student Futures, Centre of Learning, Innovation and Professional Practice)

Ms Ellen Sabo, originally a student of the Student Futures team, now leads program coordinators and student academic leaders who deliver integrated and enabling, institutional-wide, higher education student-centred initiatives. 

References

Australian Learning & Teaching Council. (ALTC). (2011). ALTC project evaluation resource. Retrieved from http://www.olt.gov.au/system/files/Project_Evaluation_Resource.pdf

Devlin, M. & McKay, J. (2017). Facilitating success for students from low socioeconomic status backgrounds at regional universities. HEPPP report. Retrieved from https://www.researchgate.net/publication/316452343_Facilitating_success_for_students_fr om_low_socioeconomic_status_backgrounds_at_regional_universities

Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773, doi: 10.1080/03075079.2011.598505

Kift, S., Nelson, K., & Clark, J. (2010). Transition pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20. doi: http://dx.doi.org/10.5204/intjfyhe.v1i1.13

Nelson, K. & Creagh, T. (2013). A good practice guide: Safeguarding student learning engagement. Brisbane, Australia: Queensland University of Technology. Retrieved from http://safeguardingstudentlearning.net/wp-content/uploads/2012/04/LTU_Good-practice- guide_eBook_20130320.pdf

Published
2018-04-15
How to Cite
Fotinatos, N., & Sabo, E. (2018). Impact of centrally coordinated higher education pre-commencement of teaching student support initiative (FedReady) on student engagement: A regional university case study. Student Engagement in Higher Education Journal, 2(1), 86-92. Retrieved from https://sehej.raise-network.com/raise/article/view/Fotinatos
Section
Case studies/Practice Pieces