Dr Ann Luzeckyj, Flinders University Dr Russell Brinkworth, University of South Australia Karen Burke da Silva, Flinders University A/Prof, Ben McCann, University of Adelaide Dr Edward Palmer, University of Adelaide Dr Sharron King

Aim: to explore the gaps between student expectations and experiences of university and how this can be minimised  Funded by the Australian Learning and Teaching Council (OLT)  2010 and 2011 (extended to early 2012)  Over 18,000 student responses ◦ All SA Universities: Adelaide, Flinders, UniSA

Survey TypenFemale First in Family Metro’n School Live with parents Mature Aged Average Age (years) Commencing %35% 76% 60%28%20.9 Continuing % 28% 76%55%53% 23.3 Total (n) 16870* %

 Where do students get their information about what university will be like?

Part of the role of secondary education is to prepare students for university A.strongly agree B.agree C.neutral D.disagree E.strongly disagree

 Students: less than 50%  University Lectures: 14% (20% strongly disagree)

 Orientation ◦ 63% of students found orientation partially or really useful ◦ Over 85% of new students attend  Lecturers ◦ Who are friendly and enthusiastic  79% of students in first Preference degree

 Continue in an area already started  Did not get first preference  Develop talent and creativity  Expectations of family and /or friends  Gain entry to another degree program  Improve job prospects / earning potential  Interest  Recommendations of teachers/ counsellors  Other

 Staff accessibility / work structure  Amount and standard of study required  Extra curricular activities  Independence / time management  Learning skills  Drafts and feedback  Seeking support  Social networking “I was surprised at the amount of work in some subjects, maybe [I needed] more information.” 22 Yr old female Health Sciences student

 Access to university lecturers ◦ 85% of commencing students expect easy access ◦ 53% of continuing students say they had easy access How much time spent preparing, teaching and marking?

 70 – 80% of students and university staff report a difference or extreme difference in both the amount and difficulty of work at university compared to school  6-10 hours additional study per course / subject  Going to university is like a full-time job ◦ More time demanding than school Is there anything you think would have better prepared you for university? “Better time management skills, better ability to prioritise important work.” 33 yr old male Law student

 Combine paid work and university study ◦ 74% expect to, 54% did  Maintain a balance ◦ 87% of lecturers and 83% of incoming students think it is important to have outside interests ◦ 51% of continuing students actually had structured interests outside study  Outside commitments that negatively effect study ◦ 33% expect a problem, 44% did have a problem ◦ 86% lecturers believe this to be the case ◦ 6% drop in both GPA and satisfaction

 Important to attend most lectures ◦ 92% commencing students ◦ 76% continuing students  Do students spend more time seeking out extra information on class topics they find interesting? ◦ 98% lecturers think extra research is important ◦ 78% commencing students agree ◦ 58% continuing students did extra research ◦ Students who did had 2.6% higher GPAs and 5.4% higher satisfaction

 Independent learning style ◦ Most lecturers do not provide all materials ◦ 93% of lecturers and 67% of continuing students say there is a difference or extreme difference between learning styles at school and university  Private school students tend to experience a greater change “I believe that there should be summer courses in IT, referencing, research skills and essay structuring as these are the things that I fear I will struggle most with.” 19 yr old female Health Science student

 Some schools require students to submit drafts ◦ 94% expect drafts to be important at university ◦ 24% get drafts read  Level / type of feedback is different ◦ 94% of lecturers believe they give sufficient feedback ◦ 98% commencing students expect feedback will be critical ◦ 55% continuing students happy with amount of feedback

 Students need to navigate a larger environment ◦ Physically and academically  Almost 30% of students said talking to university staff help them to decide to stay

 Balanced life  Engage (attendance?)  Support from the institution  Work hard  Friends

“Making friends within the first few days of orientation – (it was) important to have that support from the beginning. I know many people who have dropped programs just because they did not make friends from the beginning.”

Thriving Student Project School of Health Sciences School of Education Sharron King Robyne Garrett Alison Wrench

Thriving n = 56 Coping OK n = 312 Just Surviving n = 91 12%68%20% ⋇ Surveyed second semester 2011& 2012 (n=459) ⋇ Survey open and closed responses ⋇ Interviews and focus groups (n=13)

Health Parameters - Changed for the worst since starting Uni Just Surviving % agreement Thriving % agreement Diet6632* Physical Activity4730 Sleep – Quality - Duration * 40* Lifestyle Behaviours e.g. alcohol, smoking 4517* Mental Health616* Overall Health and Wellbeing5717* * Chi-square test p< 0.001

Just Surviving % agreement Thriving % agreement Satisfied with academic performance 3893* Sense of belonging3469* Have made friends87100* Rarely feel lonely or isolated4470* * Chi-square test p< 0.001

Thriving ‘Being at Uni has helped me grow and become a more independent person, it is preparing me for my future career.’ Just Surviving ‘I don’t feel like I belong here.’ ‘I constantly feel stressed and overwhelmed.’

 Felt empowered by their university experience  Enjoyed the challenge of academic work,  Experienced strong positive growth and development  Felt intrinsically connected socially and academically  Sustained their physical health and wellbeing

Any Questions?