Using a Capability Maturity Model to build on the generational approach to student engagement practices

Nelson, K. and Clarke, J. and Stoodley, I. and Creagh, T. (2015) Using a Capability Maturity Model to build on the generational approach to student engagement practices. Higher Education Research and Development, 34 (2). pp. 351-367. ISSN 0729-4360


Abstract

The generational approach to conceptualising first-year student learning behaviour has made a useful contribution to understanding student engagement. It has an explicit focus on student behaviour and we suggest that a Capability Maturity Model interpretation may provide a complementary extension of that understanding as it builds on the generational approach by allowing an assessment of institutional capability to initiate, plan, manage, evaluate and review institutional student engagement practices. The development of a Student Engagement, Success and Retention Maturity Model is discussed along with its application in an Australian higher education institution. In this case study, the model identified first-, second- and third-generation approaches and, in addition, achieved a ‘complementary extension’ of the generational approach, building on it by identifying additional practices not normally considered within the generational concept and indicating the capability of the institution to provide and implement the practices.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 16 Jun 2022 02:45
Last Modified: 16 Jun 2022 02:45
Uncontrolled Keywords: first-year experience; higher education; institutions; maturity models; student engagement
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
Identification Number or DOI: https://doi.org/10.1080/07294360.2014.956694
URI: http://eprints.usq.edu.au/id/eprint/49104

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