Students with low entry scores succeed at university

Article

Lynch, Bernadette and Werth, Shalene. 2007. "Students with low entry scores succeed at university." International Journal of Pedagogies and Learning. 3 (3), pp. 14-22.
Article Title

Students with low entry scores succeed at university

ERA Journal ID39917
Article CategoryArticle
AuthorsLynch, Bernadette (Author) and Werth, Shalene (Author)
EditorsCleary, Kaye
Journal TitleInternational Journal of Pedagogies and Learning
Journal Citation3 (3), pp. 14-22
Number of Pages9
Year2007
Place of PublicationMaleny, Qld, Australia
ISSN1833-4105
Web Address (URL)http://jpl.e-contentmanagement.com/archives/vol/3/issue/3/article/2813/students-with-low-entry-scores-succeed-at
Abstract

University of Southern Queensland low entry score, first year Business students were more likely to pass MGT1000: Organisational Behaviour and Management than any other Bachelor of Business core course during the period 2003-2005. In this paper two of the academics teaching this course identify the two key teaching strategies that they contend contributed most to these results.
The first of these strategies (scaffolding) was used to teach students strategies that they can use – for example, to analyse a case study or construct an argument within an
essay. The teaching team speculate that scaffolding facilitated the students’ transition into the university as an academic milieu and thus enhanced their prospects for
academic success in the course. The second teaching strategy presented in the paper involved the creation of the academic as a supportive social presence within the course (even for students studying at a distance) through the adoption of a particular, conversational kind of ‘voice’ in text based materials. The team assert that this facilitated students’ transition into the university as a social milieu and facilitated their subsequent retention and success within the course.
Papers of this type have an increasing significance as the acceptance of students with low entry scores into university seems likely to continue. Universities need to create learning contexts which accommodate these students, without diluting academic standards. The paper is intended more as food for thought for other practitioners than as a simple recipe for teaching success.

KeywordsUniversity of Southern Queensland; low entry scores; business sutdents; teaching strategies; higher education; academic success
ANZSRC Field of Research 2020390404. Educational counselling
390499. Specialist studies in education not elsewhere classified
390402. Education assessment and evaluation
Public Notes

© Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

Paper originally presented at the 3rd International Conference on Pedagogies and Learning, 27-28th Sept, 2007.

Byline AffiliationsSchool of Management and Marketing
Event3rd International Conference on Pedagogies and Learning: Meanings Emerging in Practice
ISBN9781921729874
Event Details
3rd International Conference on Pedagogies and Learning: Meanings Emerging in Practice
Event Date
26 to end of 28 Sep 2007
Event Location
Brisbane, Australia
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