How prepared are our students? : directing our efforts to support students’ tertiary education.
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Authors
Thomas , Clare, E.,
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Date
2023
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Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Higher education
Student learning
Teaching support
Student learning
Teaching support
ANZSRC Field of Research Code (2020)
Citation
Thomas, C. E. (2023). How prepared are our students? Directing our efforts to support students’ tertiary education. Scope (Learning & Teaching), 12, 32-42. https://doi.org/10.34074/scop.4012002
Abstract
In 2022, after gaining ethics approval (TRC 2021.108, Toi Ohomai Institute of Technology, 24 November 2021), the Learning Support and Engagement team (part of Student Support Services) undertook a qualitative study with a selection of teaching staff (N=16) across all Toi Ohomai campuses in the Bay of Plenty region. The represented teaching staff taught on the following programmes:
• Master of Teaching Early Childhood Education
• Bachelor of Social Work
• Bachelor of Nursing
• New Zealand Diploma in Business
• Introduction to New Zealand Forestry Sector (Level 5)
• New Zealand Certificate in Tourism and Travel
• New Zealand Certificate in Real Estate
• New Zealand Certificate in Health and Wellbeing (Level 4)
• New Zealand Certificate in Health and Wellbeing (Level 3)
• Sport and Recreation (Levels 3–5)
• Te Kura Māori, Te Reo Māori (Level 2)
• New Zealand Certificate in Foundation Skills (Level 2)
• Student Transition Program – Automotive and Construction Trades (Levels 1–3).
The study consisted of semi-structured interviews, in person or online, to elicit teaching staff feedback on how the Learning Support and Engagement team work in partnership to support student learning and engagement (Brons & Granger, 2022). The raw data of the transcripts were further analysed to understand better the issues faced by teaching staff when students transition to a tertiary education environment. From this data, three specific themes that impacted on student success and retention were identified by the teaching staff: digital literacy, literacy and numeracy, and academic skills and writing. The rationale was to identify, through teaching staff feedback, the preparedness of students when they begin their studies and how we as learning facilitators might support both teaching staff and students.
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Otago Polytechnic Press
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CC BY Attribution 4.0 International