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First year Business students’ perceptions of academic support through embedding. A Practice Report

Abstract

This paper explores the perceptions of first year Business students to embedding sessions and additional support workshops offered through a collaboration between learning advisors and lecturers in a first year foundational unit. Through a social constructivist lens and utilising action research methods, questionnaires (n=42) were administered to two cohorts of students at the conclusion of the unit in 2011 and 2012 to explore firstly, whether or not they perceived the embedding sessions to be of benefit and, secondly, whether having the learning advisor in the class made them more likely to utilise additional support outside class time. In addition, the researchers sought to explore whether there were any improvements in students’ final results which might be attributable to the academic support offered to them through the embedding sessions. The findings from the quantitative and qualitative data suggest that the students perceived the embedding workshops as having positive effects on their academic literacy skills.  Furthermore, there was a slight increase in the number of students that sought additional support outside of class time.  However, it appears that the embedding workshops did not lead to an improvement in students’ final marks for the unit and this is an area which requires further investigation.

Published:
Pages:57 to 63
Section: Practice Reports
How to Cite
De Maio, C., & Desierto, A. (2016). First year Business students’ perceptions of academic support through embedding. A Practice Report. Student Success, 7(1), 57-63. https://doi.org/10.5204/ssj.v7i1.324

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Author Biographies

Curtin University and Edith Cowan University
Australia Australia
With a background in education and law, Carmela De Maio holds legal qualifications obtained from the University of Western Australia as well as a MA (English Studies) from the National University of Singapore. She is curently completing a PhD at Curtin University in the area of academic integrity. She has almost two decades' experience teaching academic literacy skills, communication skills, English and Law to a wide range of students from various demographic backgrounds and disciplines (Law, Business and Engineering) both in Australia and overseas. Her areas of interest lie in the first year experience (FYE) academic literacy skills, academic integrity and supporting students as they transition to university.
Curtin University
Australia Australia
Anibeth Desierto has a Masters in Education (Language & Literacy) from Deakin University, an Honours degree in Asian Studies (Political Economy) from Murdoch University and a BA (Politics and History) from Curtin University. She is a course writer and has assisted in teacher training. She has been lecturing in essential academic skills for first year Criminology and has been unit coordinator for the unit's internal and online versions at Edith Cowan University. Currently based at Curtin University, she is teaching academic writing and developing a unit on the university's academic pathway program. Anibeth has also taught Englihs to international and local students for over 18 years in Australia and overseas, including the University of Western Australia and private institutions in Sydney and Asia.
Open Access Journal
ISSN 2205-0795