ethanporcaro/eric-fulltext-meta huggingface dataset:
Setting Standards in Australian Higher Education?
Author: Thompson-Whiteside, Scott
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Higher Education,Educational Legislation,Audits (Verification),Institutional Evaluation,National Standards,Power Structure,Educational Change

In view of recent legislation to introduce the Tertiary Education Quality and Standards Agency in Australia, greater emphasis is being placed on the notion of standards in higher education. A standards-based audit or assessment implies that institutions need to demonstrate performance or achievement against a set of explicit thresholds. This article explores the question of whether these standards, as a set of demonstrable thresholds, will be set by institutions, by TEQSA or by some other means? How will these thresholds be determined and who has the authority to set them? The article concludes by suggesting the setting of external national standards may change the locus of power and control away from institutions.
Enrolling in Higher Education: The Perceptions of Stakeholders
Author: Shah, Mahsood
Date: 2010-09-00
Type: Journal Articles
Subjects: Higher Education,Stakeholders,College Choice,Student Educational Objectives,Performance Factors,Influences,Student Attitudes,Expectation,Undergraduate Students,Institutional Characteristics,Questionnaires,Likert Scales,Preferences,Foreign Countries

There is a substantial body of research on student satisfaction, retention and student engagement in higher education; however, there is limited research on student image or perception of a university and factors contributing towards choosing a particular university. In the current, highly competitive environment universities are seeking to identify exactly what differentiates them from other institutions. In particular, it is important to understand what attracts prospective students to one university rather than another, and to ensure that these expectations are met once they enroll. Failure to meet student expectations may result in student withdrawal, which limits students' chances to participate in higher education. Fierce competition between universities and private higher education facilities provides opportunity for students to enroll in institutions better able to listen to student voices and able cater for students' needs. Students' image or perception of a university and reasons for choosing to study in a particular university could be based on various characteristics and attributes of the university. Such image or perception may differ based on the diverse student groups such as recent school leavers, mature age adults and international students. This article is based on a study conducted in a large Australian university and outlines the key findings that include: key factors influencing student choice to study with a university, student perception of the first preferred institution compared with their perception of four other Australian metropolitan universities.
What Is the Non-Academic Student Experience and Why Is It Important?
Author: De Silva, Roshani S.
Date: 2011-07-00
Type: Journal Articles
Subjects: Student Experience,Definitions,Student Surveys,Student Attitudes,Student Development,Questionnaires,Study Abroad,College Students,Extracurricular Activities,Foreign Countries

The student experience is a widely used term; however, what makes up its critical components is not well understood. The focus on &quot;students&quot; is a key feature of the government's demand-driven system and its proposed &quot;myUniversity&quot; website. Understanding all aspects of the student experience will be critical to attracting and retaining students. This article conceptually divides the student experience into the academic and non-academic experience. The focus of this article is the latter. Based on a review of the literature a definition of the non-academic student experience is provided. Survey comments from University of South Australia students, including their study abroad experiences, are analysed as an example of how the non-academic experience can influence students' personal development and their ability to foster connections and relationships with others. It shows that developing and fostering the non-academic experience can be an integral and indeed a highlight of the overall student experience. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, &quot;Has institutional research come of age in Australia?,&quot; in Geelong, 10-12 November 2010.]
From Data Entry to Evidence-Based Decision-Making: How Data and Analysis Can Drive Improvements in Admissions Policies
Author: Hourigan, Clare
Date: 2011-07-00
Type: Journal Articles
Subjects: Decision Making,Admission Criteria,Program Improvement,Data Analysis,Academic Standards,Management Information Systems,Knowledge Management,Data Collection,Data Processing,Data Interpretation,Educational Policy,College Admission,Organizational Change,Change Strategies,Evidence,Foreign Countries

Academic standards and performance outcomes are a major focus of the current Cycle 2 Australian Universities Quality Agency (AUQA) audits. AUQA has clearly stated that universities will need to provide &quot;evidence of setting, maintaining, and reviewing institutional academic standards and outcomes&quot; (2010, p. 27). To do this, universities will need to have accurate and extensive data and analysis and will need to show how such data are used to drive improvement in standards across the institution. At the same time, the government's response to the Bradley review encourages and provides opportunity for universities to grow and diversify. However, the Hon Julia Gillard, Minister for Education, has explicitly stated that &quot;if we have equity targets we must have quality targets&quot; (2009, p. 1), and so while growth is expected, academic standards must not be compromised. Admission policies, programs and entry requirements will therefore play a growing role in meeting these objectives. Monash recruits students from a diverse range of educational and social backgrounds. The university has eight campuses, including two overseas and one in regional Australia, and a student population of which more than a third are international. Within this context, it is essential that admission standards are equitable and lead to comparable academic performance of students from a vast range of entry pathways. The Office of Planning &amp; Quality at Monash University has therefore developed an extensive suite of processes for data collection, preparation and analysis to inform admissions-related decision-making. This article will outline the work undertaken to collect, prepare and disseminate a detailed set of admissions data that identifies the entry pathways and academic outcomes of the university's bachelor students. The resulting analytic work is also outlined and the statistical techniques used to assess equivalences between different qualifications are described. Finally, the use of this analysis by senior management to inform decision-making is also discussed. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, &quot;Has institutional research come of age in Australia?,&quot; in Geelong, 10-12 November 2010.]
The Move to a System of Flexible Delivery Mode (Online v Paper) Unit of Study Student Evaluations at Flinders University. Management Issues and the Study of Initial Changes in Survey Volume, Response Rate and Response Level
Author: Bennett, Talitha
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Delivery Systems,Response Rates (Questionnaires),Educational Change,Change Strategies,Feedback (Response),Student Evaluation of Teacher Performance,Test Format,Online Surveys,Course Evaluation,College Students

Like the vast majority of Australian universities, Flinders University (Flinders) collects feedback from students on the quality of teaching and learning through unit of study (topic) or classroom evaluations. Prior to 2009, survey instruments at Flinders were delivered via paper mode and in person to students in the classroom. In a drive for an improvement to administrative efficiency, the adoption of a new system in 2009 created the option of two modes of delivery. Instruments can now be delivered via either paper mode in class, identical in most aspects to the previous system, or online mode, where students fill out the survey instrument, typically outside of class, using the World Wide Web. The choice of delivery mode is at the discretion of the academic. Students have no choice; they receive the survey either via paper or online. This article examines a number of aspects of this change in process at Flinders. Some general aspects of managing the implementation of the new process are discussed. Take-up rates of paper mode versus online mode show that the overwhelming majority of surveys were conducted online in 2009. A dramatic increase in the volume of surveying was noted. Response rates fell by approximately 20% overall and some evidence of a change in the level of response was apparent (cause unknown). Findings at the institution and faculty level are presented where applicable. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, &quot;Turning water into wine: Institutional Research as an essential ingredient in strategic decision making for tertiary education&quot; held in Adelaide, 11-13 November 2009.]
Mapping a Retention Index across the Student Continuum
Author: van der Merwe, C. A.
Date: 2011-07-00
Type: Journal Articles
Subjects: Institutional Research,Academic Persistence,Outcome Measures,Systems Approach,Student Attrition,Models,Intervention,Institutional Characteristics,Student Characteristics,Higher Education,Acculturation,Success,Concept Mapping,Educational Indicators

Student retention is the field of institutional research that has (deservedly) had the most attention. Besides the models proposed by Tinto (1975, 1993), there have been many theoretical and applied papers on many aspects of student retention. These include demographic characteristics, scholastic scores, financial and residential considerations, orientation activities, quality of teaching and supervision, campus life, societal and social integration, support services like libraries, counselling, office bound vs. online student administration and information services, (first year) attrition, experiential training, language proficiency, discrimination, commitment of students, competitiveness with peers, communication and other &quot;life skills&quot;, and so forth. For this précis, some of the more recent research that will be examined includes Madgett and Bélanger (2008), Swail (2006), Carter (2006) and Burns (2010). The purpose of this article is to describe a mapping of institutional-applicable indices developed over the years, based on single or highly complex analyses and statistical modelling of the aspects above, or combinations of these, or other aspects. The emphasis will be from the student's perspective, over the time period from admission to graduation, and over the nature of phases and processes within the university. Wide anecdotal evidence suggests that managing the knowledge gleaned from data and information, from systemic and/or survey sources, is a strategic approach that may be remiss in many universities, as are the ad hoc retention improvement interventions, rather than an integrated approach. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, &quot;Has institutional research come of age in Australia?,&quot; in Geelong, 10-12 November 2010.]
Institutional Research in Australasia: Coming of Age or Coming Unstuck?
Author: Hanlon, Martin
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Research,Universities,Educational Practices,Barriers,Context Effect,Educational Policy,Case Studies,Performance Factors,Models,Operations Research,Teamwork,Management Information Systems,Quality Control

The scope of institutional research (IR) undertaken in Australasian universities is progressively expanding. A traditional focus on student life cycle elements such as enrolment, retention and satisfaction has been complemented for some years now by other areas of focus including research performance and community engagement. More recently, university rankings and national policy-driven topics such as academic standards have joined the agenda. In Australia, performance-based funding for student outcomes has been introduced, to be joined by deregulation of the student market from 2012. In New Zealand, the reform agenda is more progressed in some respects, with the introduction of student demand-driven funding in the 1990s. Reasons for this broadening IR agenda in both countries include increased competitive pressures within the higher education sector, increased external scrutiny of institutions by regulators, funding bodies and rating agencies, and the development of more comprehensive performance indicator frameworks, both within institutions and by governments. At first pass, this menu of research topics and drivers might suggest that IR in Australasia has indeed &quot;come of age&quot;. While this is clearly the case in terms of relevance, it is contestable whether this is also the case in terms of maturity and capacity: it is in this regard that practitioners risk &quot;coming unstuck&quot; (a reference to the theme of the AAIR 2010 Forum). This article explores these issues drawing on the experiences of two Australasian universities, one from each side of the Tasman Sea. The authors suggest that three types of factors--structural, process and cultural--influence the ability of institutions to maintain a sustainable and effective IR function and to undertake proactive analysis. They conclude that there is a range of tools now available to practitioners and leaders to allow their institutions to adjust to the new realities of the higher education sector. These tools point to a sustainable operating model for the future, focused on supporting strategic agenda-setting rather than conducting historical analysis. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, &quot;Has institutional research come of age in Australia?,&quot; in Geelong, 10-12 November 2010.]
Student Feedback Surveys: An Holistic Approach to Maximising Their Value to Staff and Students
Author: Young, Anne
Date: 2011-07-00
Type: Journal Articles
Subjects: Student Surveys,Feedback (Response),Holistic Approach,Course Evaluation,Data Collection,Data Interpretation,Organizational Culture,Total Quality Management,Case Studies,Information Management,Information Utilization,Educational Improvement,College Programs,Foreign Countries

Student feedback surveys are an important component of the continuous improvement cycle at the University of Newcastle. This article describes a recently adopted holistic approach to collecting, analysing, reporting and acting on student feedback on courses (units of study), programs (collection of courses leading to an award) and the student experience. The approach demonstrates the value to staff and students of an integrated system of reporting, based on clear definitions of purpose, well designed data collection instruments and analysis, and an unambiguous and prompt feedback system to all participants. It is supported by ongoing consultation and conversations about the survey processes, outcomes, and ways of addressing the survey findings. A focus has been placed on follow-up support to assist academic staff and their supervisors to respond to findings. Reports summarising quantitative and qualitative data have been designed as well as communication guidelines for managers, developed in consultation with academic staff, and through ongoing dialogue with them, resulting in a more transparent and collaborative approach to measuring and improving quality. Survey instruments have been revised following extensive consultation and are now administered online. Reporting back to students has been improved with survey results and actions communicated in a multiplicity of ways. The development of this approach has seen a rise student engagement with surveys and escalating engagement with student feedback by academic staff. Students and staff are developing stronger links to their university communities as they both participate in and benefit from this more consultative and coordinated approach to collecting and acting on student feedback. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, &quot;Has institutional research come of age in Australia?,&quot; in Geelong, 10-12 November 2010.]
Strategy Process in Higher Education
Author: Kettunen, Juha
Date: 2010-09-00
Type: Journal Articles
Subjects: Higher Education,College Planning,College Administration,Strategic Planning,Models,Computer Mediated Communication,Institutional Research,Program Evaluation,Needs Assessment,Educational Practices,Educational Change,Change Strategies,Foreign Countries

Higher education institutions educate those who are the most talented and best able to secure the future for the next generation. This study examines an efficient strategy process in higher education and emphasises the importance of sufficient dialogue during the process. The study describes the strategy process of the Turku University of Applied Sciences in Finland. It describes how web-based dialogue can be used to pass surveillance, mentality and power filters and broaden the ability of management to observe the environment from different perspectives. A web-based strategy dialogue encourages presentation of ideas, enables evaluation of other's ideas and produce topics for further development. The study also discusses how the results of the dialogue can be used to define both strategic objectives and themes using a strategy map. The findings are useful for educational administrators who have the responsibility for strategic planning of higher education institutions.
An Analysis of Mode Effects in the 2010 Course Experience Questionnaire
Author: Carroll, David
Date: 2011-12-00
Type: Journal Articles
Subjects: Questionnaires,Regression (Statistics),Intermode Differences,Telephone Surveys,Online Surveys,Response Rates (Questionnaires),Response Style (Tests),Experimenter Characteristics,Self Evaluation (Individuals),Course Evaluation,Data Collection,Student Surveys,Test Reliability,Test Validity,College Graduates,Student Experience,Foreign Countries

Historically, responses to the Course Experience Questionnaire (CEQ) were required to be collected by self-administered paper or online questionnaire to be eligible for official analysis. CEQ responses collected by telephone were excluded from the final analysis file to minimise the potential for bias due to mode effects: systematic variation in responses obtained using different data collection methods. For the 2010 CEQ, however, telephone data collection was permitted to maximise response rates, with responses collected in this manner included in the final analysis file for the first time. In all, nearly a tenth of all valid responses to the 2010 CEQ were collected by telephone, with institutional use of telephone data collection ranging from 18 to 56% of all responses received for that institution. Using regression and matching methods, this article seeks to identify mode effects in the 2010 CEQ data that cannot be attributed to compositional differences between the telephone and self-administered respondent samples. Implications for survey practice are also discussed. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, &quot;Let the sunshine in,&quot; Gold Coast, 9-11 November 2011.]
Entry Criteria versus Success in Undergraduate Nursing Courses
Author: Jacob, Elizabeth
Date: 2011-12-00
Type: Journal Articles
Subjects: Nursing Education,Undergraduate Students,Academic Achievement,Admission Criteria,Correlation,Academic Records,Student Surveys,College Preparation,Selection Criteria,Student Characteristics,Success,Foreign Countries,Questionnaires,Statistical Significance

Students enter nursing degree programs through a variety of pathways. This article reports on a study that investigated the success and experience of these students. The aim was to determine any linkages between the pathway of entry in a preregistration nursing course and the academic achievements of these students. To achieve this aim, a descriptive correlational design was used to gather information from students enrolled in four different streams of a Bachelor of Nursing program over a 12-month period that were then compared with their academic records. Results suggest that students from different entry pathways can succeed at university provided they are supported and encouraged.
Using Institutional Research Data on Tertiary Performance to Inform Departmental Advice to Secondary Students
Author: Brogt, Erik
Date: 2011-12-00
Type: Journal Articles
Subjects: Institutional Research,Research Utilization,Data,Postsecondary Education,Pupil Personnel Services,Prior Learning,Secondary School Science,Performance Based Assessment,College Freshmen,Predictive Validity,Predictive Measurement,Academic Advising,College Preparation,Biology,Focus Groups,Interviews,Student Records,Foreign Countries

This article examines the use of institutional research data on tertiary academic success of students in the first-year Biology program at the University of Canterbury in relation to their secondary school performance in English, Mathematics with Statistics, Biology and Chemistry. This study was commissioned by the School of Biological Sciences to examine the validity of the advice they gave to secondary students considering studying biology at university and was carried out as a joint venture between institutional researchers and departmental academics. We found that students with higher overall first-year university biology performance were more likely to also have taken Chemistry at secondary school. Controlling for overall performance, students taking both Chemistry and Biology as domains for the New Zealand University Entrance qualification (UE) did significantly better in two out of three first-year biology courses than those who had taken only one or neither subject as a domain. The extent of the advantage depended on the type of course; being greatest in the biochemistry-related course and least in ecology-related. We concluded that the advice the School of Biological Sciences had been giving students in secondary school as to the best preparation for (first-year) university studies in biology (emphasising the need to take both the subjects of Biology and Chemistry) was consistent with the institutional performance data of first-year students at university.