Skip to main content Skip to main navigation menu Skip to site footer

Encouraging engagement in enabling programs: The students’ perspective

Abstract

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.

Published:
Pages:25 to 33
Section: Articles
How to Cite
Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective. Student Success, 8(1), 25-33. https://doi.org/10.5204/ssj.v8i1.357

Downloads

Total Abstract Views: 1001  Total PDF Downloads: 456

Author Biographies

SCU College, Southern Cross University
Australia Australia
Dr Hellmundt is the Academic Coordinator of the Preparing for Success enabling program at Southern Cross University. Her research interests are in curriculum and pedagogy and student voice.
University of Southern Queensland
Australia Australia

Dallas Baker is a lecturer in Lecturerin Editing & Publishing/Creative Writing in the School of Arts and Communication at the University of Southern Queensland.

Open Access Journal
ISSN 2205-0795