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STUDENT LEARNING AND THE STUDENT EXPERIENCE

Stephen WellerPVC StudentsVictoria University

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OUTLINE

• Traditional and Emerging Student Models• A Post VSU Campus• Listening to Student Voice• The move to Online• The move to Differentiation• Lessons for the Future

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TRADITIONAL MODEL

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• Students studying full-time, on campus, minimal paid employment

• Teaching and Learning Support services reactive and focussed on essay writing etc

• Student Support Services reactive and focussed on counselling, health, welfare etc

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TRADITIONAL MODEL

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• A culture of study known and appreciated• Students relatively homogenous• International students in specialised faculties• Large lectures delivered face to face• One on one counselling sessions• Welfare focussed on loans, housing, etc

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THE EMERGING MODEL

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• Many students part-time and undertaking considerable paid employment

• Teaching and Learning Support services focussed on English language support, peer interaction, group dynamics etc

• Student Support Services both pastoral and moving to engagement (orientation, sport, etc)

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THE EMERGING MODEL

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• Students are increasingly ‘first in family’ and have limited role models to support learning

• Campuses are increasingly culturally and linguistically diverse

• International students can be up to 1 in 10 students and over half of some course cohorts

• Lectures online, remotely and offshore

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THE EMERGING MODEL

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• Counselling involving personal support as well as critical incident management

• Welfare involving domestic situations• Stronger emergence of support for faith• Sporting and recreation services seen as

supporting transition and not just an ‘add on’

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A POST VSU CAMPUS

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• The move away from a compulsory amenities and services fee is now a reality

• The impact of the loss of up to $45M+ pa and 800+ staff from on campus service provision yet to be fully appreciated by staff or students

• Re-enforces the notion of ‘student choice’ and the drift away from a fostered ‘campus life’

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A POST VSU CAMPUS

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• Fostered student engagement has been evolving and now increasingly under threat

• Perceived notions that campus life is different (ie Gen X & Y) can be a self fulfilling prophecy

• The incentive to stay on campus is under threat• The challenge of supporting student learning

and the student experience grows

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STUDENT VOICE

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• The comparative % of total hits in CEQ · Course Design (40.6%)· Staff (24.4%)· Support (10.7%) · Outcomes: knowledge/skills (3.8%)• Student Administration and Student Support identified as

one of three key ‘hot spots’. • (Hot Spot is where ‘best aspect’ comment is low and a

‘needs improvement’ comment is high)

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STUDENT VOICE

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• It is the total experience that counts (Accessing the Student Voice, Scott, 2005)

• “The combination of a sound design, consistently effective delivery, appropriate support, all continuously monitored and improved that helps account for productive learning and influences students’ decisions about whether to stay on or leave a particular university”.

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STUDENT VOICE

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• The CEQ Student Voice data challenges the notions that quality education and the primary indicator of a successful student experience is solely on the quality of the ‘in classroom experience’

• Data supports the idea that education should be a broad and holistic experience

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THE MOVE TO ONLINE

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• The continued evolution of real time online technology is changing both learning and life

• The use of online teaching is not new but still very traditional (WebCT, Blackboard, etc)

• The use of online student services is immature• Admission, enrolment & payment emerging• Counselling, engagement, welfare limited

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THE MOVE TO ONLINE

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• Further developments occurring through initiatives such as contact centres, online FAQs, online surveys, online counselling/welfare etc

• However sector is yet to fully embrace the world of blogs, wikis, virtual worlds, chat rooms, etc

• Challenge to service providers both in terms of professional roles but also age and experience

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THE MOVE TO ONLINE

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• Students are seeking an education that fits their needs and their schedules versus having to adapt to the institution’s needs and schedules.

• One size does not fit all…the single approach to learning is gone and is no longer be viable for administrative and support services .

• There is a better need to use online technology to survey students and gauge feedback

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THE MOVE TO ONLINE

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• On-line services are about choices – providing students what they want and when they want.

• Universities invest insufficient amounts for on-line services. Such investments can create a sense of on-line community, supporting the on campus community, which may lead to success in recruitment and retention.

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DIFFERENTIATION

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• There is pressure from Federal and State governments, as well as competitive forces, to differentiate as institutions

• For some it is about a new purpose (Melbourne) for others it is about place (Charles Darwin)

• Differentiation can have a major impact on the focus of teaching, learning and engagement

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DIFFERENTIATION

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• Victoria University has released paper titled ‘Making VU’ with a 3-5 year planning horizon

• VU is a large dual sector university across eleven campuses in Melbourne’s west

• Large International, large first in family, large CALD, large low socio-economic status

• Challenge to adequately support and respond

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DIFFERENTIATION

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• Victoria University identified ‘five commitments”

1. Twelve Industry and Community Clusters2. 25% work and community based learning3. Personalised Learning Programs4. Restructuring TAFE to support skills shortage5. Targeted initiatives to support life in the west

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DIFFERENTIATION

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• What do the five commitments mean for VU in terms of student learning and experience?

• The option of tailored course content across sectors• A blurring of campus and workplace environment• A focus on learning and support that is personalised• A pre-offering of student support services from admission • An increasing move to a US ‘student advising’ model

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KEY LESSONS

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• VALUE CAMPUS LIFEDon’t underestimate the desire for a meaningful on campus student experience

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KEY LESSONS

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• LISTEN TO THE STUDENT VOICEEnsure services are informed by student experience, student demands and views

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KEY LESSONS

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• EMBRACE AN ONLINE FUTUREUtilise available technology and an online community to inform student experience

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KEY LESSONS

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• DIFFERENTIATE SERVICESAppreciate the nature of your institution and align service delivery accordingly

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KEY LESSONS

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• READ, REFLECT AND NETWORKMaintain an awareness of practices,and engage with peers in Australia and abroad

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THANK YOU ANDGOOD LUCK

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