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Commencement to Graduation Transition Framework

Commencement to Graduation Transition Framework. Dr Christine Armatas Senior Lecturer Applied Educational Research and Evaluation. Background. Benchmarking data (AUSSE) suggests that although first year students tend to feel supported, later year students feel less supported.

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Commencement to Graduation Transition Framework

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  1. Commencement to Graduation Transition Framework Dr Christine Armatas Senior Lecturer Applied Educational Research and Evaluation

  2. Background • Benchmarking data (AUSSE) suggests that although first year students tend to feel supported, later year students feel less supported. • Administered the University Experience Survey to investigate this further.

  3. The Plan

  4. Progress to date • Preliminary analysis of the UES results • Draft of the ‘commencement to graduation’ transition framework

  5. UES - Sample characteristics • 108 males and 116 females • Most (n=194, 87%) studying on one campus • 102 (45.5%) in their first year of study • 56 (25%) have completed one year of their current qualification, 65 (29%)% two or more years • Most are from creative industries (n=131, 58.5%) with other departments roughly equally represented • Highest response rate for creative industries (62%), followed by Further Education (36%), Primary Industries (23%) and Business (17%)

  6. Questions UES Data can help answer • How supported do HE students at NMIT feel? • What do students think of NMIT services, teaching, facilities and support? • What factors influence students’ satisfaction with their NMIT experience? • What can NMIT do to help students continue in their course?

  7. Transition Framework - draft • Focus on 4 aspects: • Learning • Networking • Professional Development • Personal Welfare • Expose students to activities across their course appropriate to their level and needs • Embed transition support into the curriculum

  8. Map existing services and activities to focus areas • Identify gaps • Look at strategic promotion of services and activities across the undergraduate degree and beyond

  9. Promoting participation with badges • Use badges to: • Encourage participation • As a measure of achievement • Track student participation in relevant activities across the focus areas and award badges as appropriate • Ensure badges are relevant and valuable

  10. Next steps • Analyse UES data to determine general and specific needs of NMIT HE students • Map needs to current support and activities, identifying gaps and opportunities • Create a detailed transition framework and strategy for implementation • Look at trialling in 2014 with full implementation in 2015

  11. Contact Details Dr Christine Armatas Room FA214 christinearmatas@nmit.edu.au Ph. +61 3 926 8803

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