1. 2012 ERGA Conference 19-21 September 2012 Karen Nelson, John Clarke & Ian Stoodley, QUT ERGA WORKSHOP Verifying a SESR-MM: a reality check! Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

2. The need for an holistic view... 2 .... We have now reached the stage where universities must recognise the need for institution-wide approaches to enhancing the first year experience. Responsiveness to the needs of demographic and cultural subgroups demands that student support staff, academics and administrators work together to integrate their efforts and initiatives for the benefit of all students... Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 Krause, Hartley, James & McInnis, 2005, ¶8.8.6

3. Workshop Activities 3 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 Part 2: The SESR-MM  Parts of the SESR Model  A worked example Part 2: The SESR-MM  Parts of the SESR Model  A worked example Part 3: Verifying the model  Developing a maturity assessment scale  Assessing the maturity of one institutional practice  Discussion Part 3: Verifying the model  Developing a maturity assessment scale  Assessing the maturity of one institutional practice  Discussion

4. Part 1: Setting the scene Focusing on the project.... Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 4

5. Rationale Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 5  Existing bodies of work report on students perceptions and their experiences in higher education (e.g. AUSSE, CEQ, FYEQ, UES, ISB...)  No similar attention to sector-wide assessment of institutional activities designed to enhance students learning experiences  Timing for the sector – WP, performance based funding, compacts, increased attention to HE reputation, quality...  Concept of a maturity model appealing:  Focus on sustainable processes  Enable contextual interpretation of activities  Assess other organisational imperatives (e.g. Quality, BPM)

6. Project Activities & Timeline 6 Key ActivitiesTimeframe Develop a SESR Maturity Model (SESR-MM) Conceptual model from literature analysis (top down) Categories derived from practices and processes identified through workshops in team institutions (bottom up) Oct 2011 - Sept 2012 Design a SESR Maturity InventoryFeb – Dec 2012 Conduct SESR Maturity Assessments in 3 institutions 3 stage process: desk-top audit, workshops & interviews. Develop a series of Case Studies to explain & describe SESR maturity in the context of each institution. Feb – April 2013 March - May 2013 Publish Institutional Maturity Reports (team institutions)June - July 2013 Develop & publish a Sector SESR Maturity Model Report (model, case studies & tools) August - Sept 2013 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

7. Informing Literature 7 SESR-MM Student Engagement (AUSSE) Transition Pedagogy FYEQ Data & Reports Model of student engagement Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 Capability Maturity Models

8. Maturity Models Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 8  Precursors in Maslow’s (1954) Hierarchy of Needs and Nolan’ (1973, 1979) Stage Theory  Influenced by TQM and the evolutionary stages of practice adoption (Crosby, 1979)  Emergence of Capability Maturity Models  Key concepts of org. Mgt derived from TQM  Notions of sequential and progressive stages  Ideas about capability of s/ware development orgs  CMM frameworks map an improvement path from ad-hoc immature to a mature disciplined processes

9. Features of Maturity Models Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 9 Precursor Influences Theory, practice, background and history of maturity models Precursor Influences Theory, practice, background and history of maturity models Discipline theory and practice Content: Categories Processes Practices Content: Categories Processes Practices Dimensions of maturity Dimensions of maturity Measures Adequacy (scale of 4 points) Measures Adequacy (scale of 4 points) Maturity of key practices interpreted for each dimension

10. Content of models Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 10 Category (5) Process (n) Practices (Nn)

11. Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 11 practices Ad hoc Delivery Planned Defined Managed Optimising Not adequate Partially adequate Fully adequate Largely adequate ContentDimension s Adequacy processes categories

12. What we have found so far ? 12 SESR CategoryExample ProcessesExample Practices Curricula that engage students in learning - engaging pedagogies - authentic assessment - feedback processes - role plays - collaborative learning Access to support - proactive monitoring - extended service ‘hours’ - monitoring student learning engagement - academic advising A sense of belonging - inclusive language & practice - develop successful identity - flexible delivery - peer programs - cultural competence - communication strategies Transition pedagogy - whole of course design - academic & professional - orientation and transition as a process Capacity, resources, infrastructure, policy - staff development - promotion policies - physical & virtual - technologies that support flexible learning Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013

13. Part 2: The SESR Maturity Model Introducing the SESR Maturity Model.... Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 13

14. Practice The delivery / provision/visibility of Orientation Programs A worked example... Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 14 Orientation programs are available to students Access to Support Transition to Uni No programs are provided Limited discrete programs Integrated suite of programs / a holistic approach Generic & discipline programs Ad hoc Delivery Planned ProcessCategory Defined Managed Maturity Assessment: Pervasiveness & Adequacy DimensionsContent Optimising

15. SESR Content... an example Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 15 Access to Support Extended service hours Virtual learning advisers Transition to University Accessible information On-line resources O- evaluation informs design P – Suite of ongoing activities Orientation Program M – outcomes are monitored D – policies: type and quality AH – discipline programs Not adequate: No discipline programs available Partially adequate: Some disciplines offer programs Largely adequate: Most disciplines offer programs Fully adequate: All faculties / disciplines have programs

16. Indicators of Maturity Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 16 Content:Assessing Maturity CategoriesAccess to supportFaculty / discipline orientation and / or transition programs are available to support students. ProcessesFirst year experience & transition PracticesOrientation activities Pervasiveness:IndicatorReach Ad hoc deliveryFaculty/discipline programs Not adequate Partiall y adequate Largely adequate Fully adequate PlannedPart of suite of transition activities DefinedPolicies define program quality & type ManagedOutcomes are monitored OptimisedEvaluation information informs design

17. Indicators of Maturity Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 17 Practice Example: Orientation programs are available for students Reach (Adequacy) NPLF Pervasiveness (Dimensions) Ad Hoc Delivery Planning Defining Managing Optimising

18. Part 3: Applying the model Assessing the maturity of SESR processes Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 18

19. Your turn to map a practice Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 19 Content:Assessing Maturity CategoriesName a categoryName one dimension of one practice. ProcessesName of one process in this category PracticesName one practice Pervasiveness:IndicatorReach Ad hoc delivery Not adequate Partiall y adequate Largely adequate Fully adequate Planned Defined Managed Optimised

20. Thank you for participating in this workshop Please contact the authors or refer to the project web site for further information about this project. Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID11-2056:2011-2013 http://studentengagementmaturitymodel.net/ ERGA WORKSHOP Verifying a SESR-MM: a reality check!