Students with low entry scores succeed at university

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.

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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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 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.
Depositing User: Mrs Shalene Werth
Faculty / Department / School: Historic - Faculty of Business - School of Management and Marketing
Date Deposited: 03 Jan 2008 23:32
Last Modified: 02 Jul 2013 22:56
Uncontrolled Keywords: University of Southern Queensland; low entry scores; business sutdents; teaching strategies; higher education; academic success
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130305 Educational Counselling
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
URI: http://eprints.usq.edu.au/id/eprint/3696

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