Encouraging engagement in enabling programs: the students’ perspective

Hellmundt, Suzi and Baker, Dallas (2017) Encouraging engagement in enabling programs: the students’ perspective. Student Success, 8 (1). pp. 25-33. ISSN 2205-0795

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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.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: This work is licensed under a Creative Commons Attribution 4.0 International Licence. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Arts and Communication
Date Deposited: 19 Oct 2017 06:28
Last Modified: 28 Jun 2018 04:07
Uncontrolled Keywords: student engagement, student success, enabling programs
Fields of Research : 13 Education > 1399 Other Education > 139999 Education not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Identification Number or DOI: 10.5204/ssj.v8i1.357
URI: http://eprints.usq.edu.au/id/eprint/31082

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