Encouraging engagement in enabling programs: the students’ perspective

Article

Hellmundt, Suzi and Baker, Dallas. 2017. "Encouraging engagement in enabling programs: the students’ perspective." Student Success. 8 (1), pp. 25-33. https://doi.org/10.5204/ssj.v8i1.357
Article Title

Encouraging engagement in enabling programs: the
students’ perspective

ERA Journal ID123437
Article CategoryArticle
AuthorsHellmundt, Suzi (Author) and Baker, Dallas (Author)
Journal TitleStudent Success
Journal Citation8 (1), pp. 25-33
Number of Pages9
Year2017
PublisherQueensland University of Technology
Place of PublicationBrisbane, Australia
ISSN1838-2959
2205-0795
Digital Object Identifier (DOI)https://doi.org/10.5204/ssj.v8i1.357
Web Address (URL)https://studentsuccessjournal.org/article/view/357
Abstract

Student retention is a key concern in tertiary education enabling programs with research showing that early engagement leads to higher completion rates (Hodges et al., 2013). But how do students new to university education learn how to engage effectively? This article outlines an engagement framework that foregrounds Guidance, Encouragement, Modelling and Structure (GEMS) as a holistic approach to facilitating effective student engagement. This framework was developed from qualitative data gleaned from students enrolled in the Preparing for Success Program at Southern Cross University, New South Wales, Australia. The findings from the students indicate that the GEMS framework activates student potential and enables them to use existing knowledge and experience to not only deepen and broaden their learning but also successfully prepare for further study.

Keywordsstudent engagement, student success, enabling programs
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
Byline AffiliationsSouthern Cross University
University of Southern Queensland
Institution of OriginUniversity of Southern Queensland
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