1. 2012 ERGA Conference 19-21 September 2012 Karen Nelson, John Clarke & Ian Stoodley, QUT Moving beyond transition pedagogy: Maturity models & 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

2. “stop tinkering at the margins of institutional academic life and make enhancing student success the linchpin about which they organize their activities...... establish those educational conditions on campus that promote the retention of students, in particular those of low-income backgrounds”. Tinto, V (2009) Taking Student Retention Seriously: Rethinking the First Year of University. Keynote address ALTC FY Curriculum Design Symposium, QUT, Brisbane, Australia, February 5, 2009. Inspiration 2 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

3. Topics 3  Background to project:  rationale, significance, & objectives  Beyond the transition pedagogy  Overview of maturity models  A SESR example  Findings so far...  Discussion 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. 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 4  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)

5. Significance 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  Student success largely determined by experiences in first year  Increasing evidence that factors beyond students control influence success and success  Engagement  success & retention  Institutions striving to strengthen / implement strategies to foster and promote learning engagement  Need for a comprehensive framework to benchmark within and between institutions  Student Engagement Success and Retention (SESR) Maturity Model (SESR-MM)

6. Project Objectives 6  Develop a SESR Maturity Model (SESR-MM)  Design a SESR Maturity Assessment Inventory  Implement the SESR Maturity Survey and develop a series of Case Studies that explain and describe SESR practices in context  Publish Institutional Maturity Reports (for project team institutions)  Develop & publish a Sector SESR Maturity Model Report (model, inventory findings, case studies, tools) 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. Generational approaches to the FYE (Kift, 2009; Wilson, 2009; Kift, Nelson & Clarke, 2010;) 1 st generation FYE Essentially co-curricular – professionals on curriculum’s periphery 2 nd generation FYE Curriculum focus – recognizes entering diversity and supports student learning experience via pedagogy, curriculum design, & L&T practice – requires faculty & professional partnerships 3 rd generation FYE 1 st and 2 nd generation FYE quality assured and seamless across institution, across all its disciplines, programs & services via faculty & professional partnerships 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

8. Transition pedagogy A guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts. Kift & Nelson (2005) http://conference.herdsa.org.au/2005/pdf/refereed/paper_294.pdfhttp://conference.herdsa.org.au/2005/pdf/refereed/paper_294.pdf 8 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. Informing Literature 9 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

10. 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 10  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

11. 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 11 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 of Quality (scale of 4 points) Measures of Quality (scale of 4 points) Maturity of key practices interpreted for each dimension

12. SESR Content 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 12 Category (5) Process (n) Practices (Nn)

13. For 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 13 Timely Access to Support (1/5) Transition to University Orientation Program

14. 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 practices Ad hoc Delivery Planned Defined Managed Optimising Not adequate Partially adequate Fully adequate Largely adequate ContentDimension s Adequacy processes categories

15. Practice The delivery / provision/visibility of Orientation Programs For 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 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

16. What we have found so far ? 16 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

17. Project Progress / Timeline 17 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 team institutions : 3 stage process. 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

18. Questions & Discussion http://studentengagementmaturitymodel.net/. Thank you for participating in this session. Please contact the authors for more information about this project. Moving beyond transition pedagogy: Maturity models & 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