The big picture: The expectations and experiences of first year

students

Dr Ann Luzeckyj, Flinders UniversityDr Russell Brinkworth, University of South Australia

Karen Burke da Silva, Flinders University A/Prof, Ben McCann, University of AdelaideDr Edward Palmer, University of Adelaide

Dr Sharron King

Aim: to explore the gaps between student expectations and experiences of university and how this can be minimised

Funded by the Australian Learning and Teaching Council (OLT)

2010 and 2011 (extended to early 2012) Over 18,000 student responses

◦ All SA Universities: Adelaide, Flinders, UniSA

SSEE Project

Results & Demographics

Survey Type n Female

First in Family

Metro’n School

Live with

parents

Mature Aged

Average Age

(years)

Commencing 7361 68% 35% 76% 60% 28% 20.9

Continuing 9509 66% 28% 76% 55% 53% 23.3

Total (n) 16870* 11286 5299 12534 9531 41%

Survey Results Where do students get their information

about what university will be like?

The Role of School

Part of the role of secondary education is to prepare students for university

A. strongly agreeB. agreeC. neutralD. disagreeE. strongly disagree

Secondary education adequately prepares students for university (agree or strongly agree)

Students: less than 50% University Lectures: 14% (20%

strongly disagree)

What is working Orientation

◦ 63% of students found orientation partially or really useful

◦ Over 85% of new students attend

Lecturers◦ Who are friendly and enthusiastic

79% of students in first Preference degree

Continue in an area already started Did not get first preference Develop talent and creativity Expectations of family and /or friends Gain entry to another degree program Improve job prospects / earning potential Interest Recommendations of teachers/ counsellors Other

What do you think influences students’ degree choice?

I am doing my program because…

0%10%20%30%40%50%60%70%80%90%

100%R

esp

on

se R

ate

What is their self assessment?

(Commencing) I am a capable student…

(Continuing) I did as well as expected..

0%10%20%30%40%50%60%70%80%90%

100%86.8%

64.4%

13.2%

35.6%

Agree Disagree

8 Expectations and Experiences Mismatches Staff accessibility / work structure Amount and standard of study required Extra curricular activities Independence / time management Learning skills Drafts and feedback Seeking support Social networking

“I was surprised at the amount of work in some subjects, maybe [I needed] more information.”

22 Yr old female Health Sciences student

Staff accessibility / work structure Access to university lecturers

◦ 85% of commencing students expect easy access◦ 53% of continuing students say they had easy

access

How much time spent preparing, teaching and marking?

<10% 10-20% 20-40% 40-60% 60-80% 80-100%0%

10%

20%

30%

40%

50%Commencing

Continuing

Student Response

Re

sp

on

se

Ra

te (

%)

Student Expectations on time university teachers spend on preparing, teaching and marking

Amount and standard of study required

70 – 80% of students and university staff report a difference or extreme difference in both the amount and difficulty of work at university compared to school

6-10 hours additional study per course / subject Going to university is like a full-time job

◦ More time demanding than school

Is there anything you think would have better prepared you for university?

“Better time management skills, better ability to prioritise important work.”

33 yr old male Law student

Extra curricular activities Combine paid work and university study

◦ 74% expect to, 54% did

Maintain a balance◦ 87% of lecturers and 83% of incoming students

think it is important to have outside interests◦ 51% of continuing students actually had

structured interests outside study

Outside commitments that negatively effect study◦ 33% expect a problem, 44% did have a

problem◦ 86% lecturers believe this to be the case◦ 6% drop in both GPA and satisfaction

Independence / time management

Important to attend most lectures◦ 92% commencing students◦ 76% continuing students

Do students spend more time seeking out extra information on class topics they find interesting?◦ 98% lecturers think extra research is

important◦ 78% commencing students agree◦ 58% continuing students did extra research◦ Students who did had 2.6% higher GPAs and

5.4% higher satisfaction

Learning skills

Independent learning style◦ Most lecturers do not provide all materials◦ 93% of lecturers and 67% of continuing

students say there is a difference or extreme difference between learning styles at school and university

Private school students tend to experience a greater change

“I believe that there should be summer courses in IT, referencing, research skills and essay structuring as these are the things that I

fear I will struggle most with.”

19 yr old female Health Science student

Drafts and feedback Some schools require students to submit

drafts◦ 94% expect drafts to be important at university◦ 24% get drafts read

Level / type of feedback is different◦ 94% of lecturers believe they give sufficient

feedback◦ 98% commencing students expect feedback will

be critical◦ 55% continuing students happy with amount of

feedback

Strongly Disagree

Disagree Neutral Agree Strongly Agree

N/A0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Feedback on my submitted work will be important to my learning.

Sufficient feedback on my submitted work was provided.

Seeking support Students need to navigate a larger

environment◦ Physically and academically

Almost 30% of students said talking to university staff help them to decide to stay

Balanced life Engage (attendance?) Support from the institution Work hard Friends

What does a student need to be successful at university?

Are friends important?

Strongly Disagree

Disagree Neutral Agree Strongly Agree

N/A0%

10%20%30%40%50%60%70%80%90%

100%

Having a group of close friends will be important for support at university

The reality

0%

30%

60%

90%

Are any of your friends attending the same uni-versity?

“Making friends within the first few days of orientation – (it was) important to have that support from the beginning.

I know many people who have dropped programs just because they did not make friends from the beginning.”

Thriving Student Project2011-2012

School of Health Sciences School of Education

Sharron KingRobyne GarrettAlison Wrench

‘Thriving’ versus ‘Just Surviving’

Thrivingn = 56

Coping OKn = 312

Just Survivingn = 91

12% 68% 20%

⋇Surveyed second semester 2011& 2012 (n=459)⋇Survey open and closed responses⋇Interviews and focus groups (n=13)

Physical & Mental Health

Health Parameters - Changed for the worst since starting Uni

Just Surviving% agreement

Thriving% agreement

Diet 66 32*

Physical Activity 47 30

Sleep – Quality - Duration

7680

32*40*

Lifestyle Behaviours e.g. alcohol, smoking

45 17*

Mental Health 61 6*

Overall Health and Wellbeing 57 17*

* Chi-square test p< 0.001

Social & Emotional Wellbeing

Just Surviving% agreement

Thriving% agreement

Satisfied with academic performance

38 93*

Sense of belonging 34 69*

Have made friends 87 100*

Rarely feel lonely or isolated 44 70*

* Chi-square test p< 0.001

Engagement and Learning

Thriving‘Being at Uni has helped me grow and become a more independent person, it is preparing me for my future career.’

Just Surviving‘I don’t feel like I belong here.’

‘I constantly feel stressed and overwhelmed.’

Thriving students

Felt empowered by their university experience

Enjoyed the challenge of academic work, Experienced strong positive growth and

development Felt intrinsically connected socially and

academically Sustained their physical health and

wellbeing

Thank you

Any Questions?