View
31
Download
0
Category
Tags:
Preview:
DESCRIPTION
ERGA WORKSHOP Verifying a SESR-MM: a reality check!. 2012 ERGA Conference 19-21 September 2012. Karen Nelson, John Clarke & Ian Stoodley, QUT. The need for an holistic view . - PowerPoint PPT Presentation
Citation preview
2012 ERGA Conference19-21 September 2012
Karen Nelson, John Clarke & Ian Stoodley, QUT
ERGA WORKSHOPVerifying 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 ...
.... 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 ActivitiesPart 1: Setting the scene Background to project:
rationale, significance, & objectives
Beyond the transition pedagogy Overview 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
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 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
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 & TimelineKey Activities TimeframeDevelop 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 Inventory Feb – 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 2013March - 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
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
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
Precursor InfluencesTheory, practice, background and history of maturity
models
Discipline theory
and practice
Content:
Categories
Processes
Practices
Dimensions of
maturityMeasures Adequacy
(scale of 4 points)
Maturity of key
practices interpreted for each dimensio
n
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
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
practices
Ad hoc Delivery
Planned
Defined
Managed
Optimising
Not
ade
quat
e
Part
ially
ade
quat
e
Fully
ade
quat
e
Larg
ely
adeq
uate
Content Dimensions
Adequacy
processes
categories
12
What we have found so far ?SESR Category Example Processes Example 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
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/visibil
ity 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
Orientation programs
are available to
students
Access to
SupportTransition
to Uni
No p
rogr
ams a
re
prov
ided
Limite
d di
scre
te
prog
ram
s
Inte
grat
ed su
ite o
f pr
ogra
ms /
a h
olist
ic ap
proa
ch
Gene
ric &
disc
iplin
e pr
ogra
ms
Ad hoc DeliveryPlanned
Process
Category
DefinedManaged
Maturity Assessment:Pervasiveness &
AdequacyDimensionsContent
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
Access to Support
Extended
service hours
Virtual learnin
g adviser
s
Transition to
University
Accessible
information
On-line resourc
es
O- evaluati
on informs design
P – Suite of
ongoing activitie
s
Orientation
Program M – outcome
s are monitore
dD – policies: type and quality
AH – disciplin
e program
s
Not adequate: No discipline programs availablePartially adequate: Some disciplines offer programsLargely adequate: Most disciplines offer programsFully 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
Content: Assessing MaturityCategories Access to support Faculty / discipline
orientation and / or transition programs are available to support students.
Processes First year experience & transition
Practices Orientation activitiesPervasiveness:
Indicator Reach
Ad hoc delivery
Faculty/discipline programs Not adequate
Partially adequate
Largely adequate
Fully adequate
Planned Part of suite of transition activities
Defined Policies define program quality & type
Managed Outcomes are monitoredOptimised Evaluation 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
Practice Example:
Orientation programs are available for students
Reach(Adequacy)
N P L F
Pervasiveness(Dimensions)
Ad Hoc DeliveryPlanningDefining
ManagingOptimising
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
Content: Assessing MaturityCategories Name a category Name one dimension of
one practice.Processes Name of one process in this category
Practices Name one practicePervasiveness:
Indicator Reach
Ad hoc delivery
Not adequate
Partially adequate
Largely adequate
Fully adequate
PlannedDefined
ManagedOptimised
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 WORKSHOPVerifying a SESR-MM: a reality
check!
Recommended