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2012 ERGA Conference 19-21 September 2012

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 .

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2012 ERGA Conference 19-21 September 2012

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  1. ERGA WORKSHOP Verifying a SESR-MM: a reality check! 2012 ERGA Conference19-21 September 2012 Karen Nelson, John Clarke & Ian Stoodley, QUT 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... Krause, Hartley, James & McInnis, 2005, ¶8.8.6 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. Workshop Activities Part 1: Setting the scene • Background to project: • rationale, significance, & objectives • Beyond the transition pedagogy • Overview of maturity models 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 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. 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

  5. Rationale • 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) 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

  6. Project Activities & Timeline 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 Capability Maturity Models • FYEQ Data & Reports • Transition Pedagogy • Model of student engagement • Student Engagement (AUSSE) • SESR-MM 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. Maturity Models • 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 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. Features of Maturity Models Precursor Influences Theory, practice, background and history of maturity models Discipline theory and practice Content: Categories Processes Practices Dimensions of maturity Measures Adequacy (scale of 4 points) Maturity of key practices interpreted for each dimension 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. Content of models Category (5) Process (n) Practices (Nn) 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. Content Dimensions Adequacy practices processes categories Not adequate Partially adequate Largely adequate Fully adequate Ad hoc Delivery Planned Defined Managed Optimising 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. What we have found so far ? 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. 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

  14. A worked example ... Maturity Assessment: Pervasiveness & Adequacy Content Dimensions Process Category Practice Orientation programs are available to students Ad hoc Delivery Transition to Uni Access to Support No programs are provided Limited discrete programs Generic & discipline programs Integrated suite of programs / a holistic approach Planned Defined The delivery / provision/visibility of Orientation Programs Managed Optimising 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. SESR Content ... an example Extended service hours Orientation Program O- evaluation informs design Access to Support M – outcomes are monitored Transition to University D – policies: type and quality P – Suite of ongoing activities Virtual learning advisers AH – discipline programs Accessible information On-line resources 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

  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

  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

  18. 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

  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

  20. ERGA WORKSHOP • Verifying a SESR-MM: a reality check! http://studentengagementmaturitymodel.net/ 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

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