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  • Tracking students to identify 'at risk' attitudes and appropriate engagement practices

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    Lockstone-Binney504845-Accepted.pdf (180.9Kb)
    File version
    Accepted Manuscript (AM)
    Author(s)
    Ali, Shameem
    Lockstone-Binney, Leonie
    Griffith University Author(s)
    Lockstone-Binney, Leonie
    Year published
    2006
    Metadata
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    Abstract
    Over recent years university funding has become an issue of primary concern and in many areas demand for courses has been eroding and competition increasing. Consequently, the identification of students “at risk” and the implementation of strategies to enhance student learning experiences as a means of reducing attrition rates has gained greater relevance for teachers, administrators and students. The aim of this study was to identify shortcomings in teaching and learning approaches and practices that may contribute to placing “students at risk” and to identify strategies to minimise or eliminate the impact of risk factors ...
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    Over recent years university funding has become an issue of primary concern and in many areas demand for courses has been eroding and competition increasing. Consequently, the identification of students “at risk” and the implementation of strategies to enhance student learning experiences as a means of reducing attrition rates has gained greater relevance for teachers, administrators and students. The aim of this study was to identify shortcomings in teaching and learning approaches and practices that may contribute to placing “students at risk” and to identify strategies to minimise or eliminate the impact of risk factors with the view to improving student retention. The study primarily investigates “students at risk” from the subject level perspective and how more engaging teaching and learning approaches and practices may prevent non-completion of courses. The study identifies four components, namely, confident attitudes, at risk attitudes; student centred approaches and stressed attitudes, which may contribute to non-completion. Approaches that engage and build relationships with students early in the semester may assist in raising student confidence levels, reduce drop out risks and student stress levels.
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    Conference Title
    Australian and New Zealand Marketing Academy (ANZMAC) Conference 2006
    Publisher URI
    https://anzmac.org/history
    Copyright Statement
    © The Author(s) 2006. This is the author-manuscript version of this paper. It is posted here with permission of the copyright owner(s) for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s)
    Subject
    Marketing not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/406361
    Collection
    • Conference outputs

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