Conference paper
Using a maturity model to move student engagement practices beyond the generational approach
Proceedings of the 16th International First Year in Higher Education Conference, pp.1-10
International First Year in Higher Education (FYHE) Conference, 16th (Wellington, New Zealand, 07-Jul-2013–10-Jul-2013)
Queensland University of Technology
2013
Abstract
This paper proposes that the generational approach to conceptualising first year student learning behaviour, while it has made a very useful contribution to understanding that behaviour, can be expanded upon. The generational approach has an explicit focus on student behaviour and it is suggested that a capability maturity model interpretation may provide a complementary extension of that as it allows an assessment of institutional capability to initiate, plan, manage and evaluate institutional student engagement practices. The development of a Student Engagement, Success and Retention Maturity Model (SESR-MM) is discussed along with Australasian FYE generational data and Australian SESR-MM data.
Details
- Title
- Using a maturity model to move student engagement practices beyond the generational approach
- Authors
- John A Clarke (Author) - Queensland University of TechnologyIan D Stoodley (Author) - Queensland University of TechnologyKaren J Nelson (Author) - Queensland University of Technology
- Publication details
- Proceedings of the 16th International First Year in Higher Education Conference, pp.1-10
- Conference details
- International First Year in Higher Education (FYHE) Conference, 16th (Wellington, New Zealand, 07-Jul-2013–10-Jul-2013)
- Publisher
- Queensland University of Technology
- Date published
- 2013
- ISBN
- 9780646906157
- Copyright note
- Copyright © 2013 The Authors. Reproduced here with kind permission of the author.
- Organisation Unit
- University of the Sunshine Coast, Queensland; Office of the Pro Vice-Chancellor (Students)
- Language
- English
- Record Identifier
- 99449011702621
- Output Type
- Conference paper
- Research Statement
- false
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