Tina van Eyk - Academia.edu (original) (raw)
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Papers by Tina van Eyk
Journal of Further and Higher Education, 2018
In Australia access to university studies is supported through students' participation in governm... more In Australia access to university studies is supported through students' participation in government funded, pre-award programmes called 'enabling' programmes. These programmes allow students to meet university entry requirements and are designed to prepare students for the rigours of study. This article explores the performance and experience of students studying a range of undergraduate degrees after completing an enabling programme in a regional Australian university. Institutional data confirmed that post-enabling students in this study performed better in undergraduate programmes than traditionally enrolled students when grade point average (GPA), success and retention rates were compared. Students' beliefs about the reason for this success were clustered within the six themes of confidence, ways of studying, managing lifeload, skills obtained, their attitudes to study, and the enabling programme staff and teaching. Students openly discussed their challenges and skills gained, and demonstrated confidence and resilience in undergraduate study. Staff reflections highlighted similar themes to those of the students, although in a different sequence of importance. Taken together, these three sets of results confirm that students who completed the enabling programme in this study were likely to succeed both personally and in their programmes of future study.
Australasian Journal of Educational Technology, 2020
This article discusses the experiences and challenges of introducing a third-party learning suppo... more This article discusses the experiences and challenges of introducing a third-party learning support provider into the teaching and learning culture at Southern Cross University (SCU), a regional university with campus locations in New South Wales and Queensland. The provider was engaged to extend online study support after-hours to first year students to complement the on-campus and online academic skills consultations available during business hours. The case study covers a 2015 pilot, a wider roll-out in 2016, and finally, a 2017 university-wide access via the intranet as well as through nominated units. The project team collaborated, planned, and prepared for adding third-party student support with specific strategies used to implement institutional cultural change. The case study offers implications for practice and policy across the higher education sector through the lessons learned, including the need for a complementarity of services approach with existing student services, ...
Journal of Further and Higher Education, 2018
In Australia access to university studies is supported through students' participation in governm... more In Australia access to university studies is supported through students' participation in government funded, pre-award programmes called 'enabling' programmes. These programmes allow students to meet university entry requirements and are designed to prepare students for the rigours of study. This article explores the performance and experience of students studying a range of undergraduate degrees after completing an enabling programme in a regional Australian university. Institutional data confirmed that post-enabling students in this study performed better in undergraduate programmes than traditionally enrolled students when grade point average (GPA), success and retention rates were compared. Students' beliefs about the reason for this success were clustered within the six themes of confidence, ways of studying, managing lifeload, skills obtained, their attitudes to study, and the enabling programme staff and teaching. Students openly discussed their challenges and skills gained, and demonstrated confidence and resilience in undergraduate study. Staff reflections highlighted similar themes to those of the students, although in a different sequence of importance. Taken together, these three sets of results confirm that students who completed the enabling programme in this study were likely to succeed both personally and in their programmes of future study.
Australasian Journal of Educational Technology, 2020
This article discusses the experiences and challenges of introducing a third-party learning suppo... more This article discusses the experiences and challenges of introducing a third-party learning support provider into the teaching and learning culture at Southern Cross University (SCU), a regional university with campus locations in New South Wales and Queensland. The provider was engaged to extend online study support after-hours to first year students to complement the on-campus and online academic skills consultations available during business hours. The case study covers a 2015 pilot, a wider roll-out in 2016, and finally, a 2017 university-wide access via the intranet as well as through nominated units. The project team collaborated, planned, and prepared for adding third-party student support with specific strategies used to implement institutional cultural change. The case study offers implications for practice and policy across the higher education sector through the lessons learned, including the need for a complementarity of services approach with existing student services, ...