Examining the Experiences of First-Year Students with Low Tertiary Admission Scores in Australian Universities

Autor/inn/en	Baik, Chi; Naylor, Ryan; Arkoudis, Sophie; Dabrowski, Anna
Titel	Examining the Experiences of First-Year Students with Low Tertiary Admission Scores in Australian Universities
Quelle	In: Studies in Higher Education, 44 (2019) 3, S.526-538 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Naylor, Ryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1383376
Schlagwörter	Foreign Countries; College Freshmen; Student Experience; College Entrance Examinations; Scores; Low Achievement; At Risk Students; Student Attrition; College Admission; College Preparation; Student Satisfaction; Learner Engagement; Sense of Community; Australia + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Studienerfahrung; Aufnahmeprüfung; Unterdurchschnittliche Leistung; Schülerbeurlaubung; Hochschulzugang; Hochschulzulassung; Zulassung; Australien
Abstract	The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support, our research shows that students entering Australian education with low tertiary admission ranks (ATAR) continue to be less prepared, less able to cope with study, less academically engaged than their peers, and are at greater risk of attrition. We argue that supporting low ATAR students' transition into university means rethinking the role of preparatory programmes as well as supporting these students to develop personal objectives, new student identities, and feel a stronger sense of 'belonging' to their university community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01