Improving the first-year student experience: a critical reflection on co-operative inquiry as the ‘last loop’ in an action research project

Einboden, Rochelle; Maxwell, Hazel; Campbell, Craig; Rickard, Greg; Bramble, Marguerite

doi:10.1080/09650792.2022.2034657

Cited by 4 publications

(1 citation statement)

References 22 publications

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“…Pressure to achieve a high level of academic performance, manage the study load of fast-track courses or remote learning, and negotiate the cultural differences among peers, often being distant from family support, and transition to independent decision-making for the first time in their lives are just a few examples of difficulties higher education students are facing [1][2][3][4]. Student health and well-being is also a relevant agenda in the United Nation's Sustainable Development Goals (UN SDGs) to sustain quality and inclusive education (SDG 4) and development of the community (SDG 3,10,11,and 17) [5].…”

Section: Introductionmentioning

confidence: 99%

Health and Well-Being in Higher Education: Student Perception of an Australian University

Siddiqui,

Maxwell,

Agaliotis

2023

Education Sciences

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The health and well-being of university students is a priority agenda, given the need to advance health in the university system and the United Nations Sustainability Development Goal regarding quality and inclusive education. However, current literature lacks adequate insights regarding health and well-being considerations. This study investigated students’ perceptions concerning how university students experience health and well-being. The study is underpinned using the biopsychosocial model of health and was conducted via a cross-sectional student survey with quantitative and open-ended questions at an Australian university in 2021. A hierarchical regression model with 625 respondents indicated health and well-being are significantly influenced by mental (t-value = 15.7, p < 0.001), physical (t-value = 9.48, p < 0.001), university learning (t-value = 5.16, p < 0.001), and economic (t-value = 4.78, p < 0.001) domains regardless of the demographic and study characteristics of students. Students’ perception of their health and well-being varied according to student age, the college of study, and whether they were an international student. Both the quantitative and qualitative findings supported that the mental, physical, university learning, and economic domains of students’ health and well-being are interdependent. There is a case for a proactive, continuous, inclusive, and holistic health and well-being approach to support student success in higher education.

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Section: Introductionmentioning

confidence: 99%

Health and Well-Being in Higher Education: Student Perception of an Australian University

Siddiqui,

Maxwell,

Agaliotis

2023

Education Sciences

Self Cite

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‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme

Ryan,

Luguetti,

Eckersley

et al. 2024

Aust. Educ. Res.

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This paper uses the framework of transition as becoming to explore what young people learned from participating in a post-secondary transition program that was co-designed by young people. The 9-week youth participatory action research (YPAR) involved six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised recordings of weekly group meetings, group interviews, reflections and artefacts such as planning documents, graphic organisers and writing. We discuss the findings using two themes that we identified together as a team of YCs and SCs. The first represents how YCs became aware of and vocalised understandings of life after secondary school as a diverse and fluid process. The second describes and interrogates how YCs became more confident and empowered, showing the importance of critical consciousness, reflection and action in seeking transformation. We conclude that conceptualising transition as becoming enables us to collectively make sense of the diverse ways we co-construct life experiences and directions.

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‘It wasn’t adults and young people […] we’re all in it together’: co-designing a post-secondary transition program through youth participatory action research

Luguetti

Ryan

Eckersley

et al. 2023

Educational Action Research

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Improving the first-year student experience: a critical reflection on co-operative inquiry as the ‘last loop’ in an action research project

Cited by 4 publications

References 22 publications

Health and Well-Being in Higher Education: Student Perception of an Australian University

Health and Well-Being in Higher Education: Student Perception of an Australian University

‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme

‘It wasn’t adults and young people […] we’re all in it together’: co-designing a post-secondary transition program through youth participatory action research

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