Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study

Curtis, Elana; Wikaire, Erena; Jiang, Yannan; McMillan, Louise; Loto, Robert; Fonua, Sonia; Herbert, R J; Hori, Melissa; Ko, Teri; Newport, Rochelle; Salter, David; Wiles, Janine; Airini,; Reid, Papaarangi

doi:10.1080/02602938.2015.1087463

Cited by 14 publications

(11 citation statements)

References 21 publications

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“…aiming to address these gaps) (Madjar et al 2010b). Note that completion of the FMHS bridging programme (CertHSc), and higher achievement (CertHSc GPA) within this programme has previously been shown to be positively predictive of achieving a higher first year bachelor GPA in FMHS programmes (Curtis et al 2015b). The findings suggest that bridging programmes may help to address, but cannot 'immunise' Māori and Pacific students from, the impacts of academic and transitioning gaps prior to admission.…”

Section: Bridging Foundation Programmesmentioning

confidence: 99%

Predictors of academic success for Māori, Pacific and non-Māori non-Pacific students in health professional education: a quantitative analysis

Wikaire

Curtis

Cormack

et al. 2017

Adv in Health Sci Educ

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Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health professional students by ethnic grouping. Kaupapa Māori and Pacific research methodologies were used to conduct a quantitative analysis using data for 2686 health professional students [150 Māori, 257 Pacific, 2279, non-Māori non-Pacific (nMnP)]. The predictive effect of admission variables: school decile; attending school in Auckland; type of admission; bridging programme; and first-year bachelor results on academic outcomes: year 2-4 grade point average (GPA); graduating; graduating in the minimum time; and optimal completion for the three ethnic groupings and the full cohort was explored using multiple regression analyses. After adjusting for admission variables, for every point increase in first year bachelor GPA: year 2-4 GPA increased by an average of 0.46 points for Māori (p = 0.0002, 95% CI 0.22, 0.69), 0.70 points for Pacific (p \ 0.0001, CI 0.52, 0.87), and 0.55 points for nMnP (p \ 0.0001, CI 0.51, 0.58) students. For the total cohort, ethnic grouping was consistently the most significant predictor of academic outcomes. This study demonstrated clear differences in academic outcomes between both Māori and Pacific students when compared to nMnP students. Some (but not all) of the disparities between ethnic groupings could be explained by controlling for admission variables.

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Section: Bridging Foundation Programmesmentioning

confidence: 99%

Predictors of academic success for Māori, Pacific and non-Māori non-Pacific students in health professional education: a quantitative analysis

Wikaire

Curtis

Cormack

et al. 2017

Adv in Health Sci Educ

Self Cite

View full text Add to dashboard Cite

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“…programs were originally established to target first generation students, socially disadvantaged students, and cultural and minority groups, thereby ensuring all students entered university with the same knowledge base (Greenfield, Keup, & Gardner, 2013). Due to an increasing demand on support programs for students, transition programs now focus on bridging the gap between secondary and higher education for all students regardless of their background, to maximise students' potential (Lowe & Cook, 2003), increase access to university and reduce inequities for students (Curtis et al, 2016). Transition programs aid students to establish relationships with academic staff and fellow students, and develop fundamental academic skills, which enhance the student experience (Curtis et al, 2016;Ewing-Cooper & Parker, 2013;Goggin, Rankin, Geerlings, & Taggart, 2016).…”

Section: Transitionmentioning

confidence: 99%

“…Due to an increasing demand on support programs for students, transition programs now focus on bridging the gap between secondary and higher education for all students regardless of their background, to maximise students' potential (Lowe & Cook, 2003), increase access to university and reduce inequities for students (Curtis et al, 2016). Transition programs aid students to establish relationships with academic staff and fellow students, and develop fundamental academic skills, which enhance the student experience (Curtis et al, 2016;Ewing-Cooper & Parker, 2013;Goggin, Rankin, Geerlings, & Taggart, 2016). Transition programs commonly instruct students on academic culture, including academic writing and the use of referencing, oral communication, and time management (McWilliams & Allan, 2014), to ensure students are academically literate, prepared for their studies (Curtis et al, 2016;McWilliams & Allan, 2014), and are provided with a realistic picture of the university environment (Sheard, Lowe, Nicholson, & Ceddia, 2003).…”

Section: Transitionmentioning

confidence: 99%

Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University

Schütze¹,

Bartyn²

2019

SUCCESS

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The first year university experience is inherently linked to student retention and success. First year students are often unprepared for the academic requirements of university, which can result in stress, poor student outcomes and low student retention rates. Although there is considerable literature on the challenges students face when transitioning to university, there is limited research on successful interdisciplinary for-credit transition subjects that support students, particularly in Australia. An interdisciplinary for-credit transition subject for first year university students was designed, implemented and evaluated to determine students’ perceptions of its effectiveness in preparing them for the academic demands of university. Thematic analysis of 36 qualitative interviews with students was conducted. Students reported having gained knowledge and confidence in the essential academic skills required for university and therefore felt more prepared. Implementing similar subjects in other settings may provide a strategy to support students’ transition to university.

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“…Another successful strategy was offering bridging courses that helped students improve knowledge and skills before entering an educational program. [23] Building a student's confidence was essential for Indigenous students through appropriate assignments, feedback, and mentorship. [9,15,16]…”

Section: Self-confidencementioning

confidence: 99%

“…Three recent studies showed that the relationship between Indigenous students and the faculty and staff was crucial to success. [19,21,25] Curtis et al [23] specifically examined the impact of a positive reciprocal relationship between students and clinical educators. Supportive staff played a significant role.…”

Section: Supportive Staffmentioning

confidence: 99%

Indigenous students: Barriers and success strategies-A review of existing literature

Nelson

Cox-White²,

Ziefflie³

2018

JNEP

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There are many factors that effect the post-secondary completion rate of Indigenous students. The Indigenous student completion rate is a reflection of the number of students entering post-secondary education but is significantly affected by withdrawal rates (institutional withdrawals and student voluntary withdrawals). In the Saskatchewan Polytechnic School of Nursing, the Indigenous student withdrawal rate was 4.2% higher than the total nursing student population. Lower success rates among Indigenous students is a concerning issue in nursing programs. Continuing to operate programs and teach in the same fashion is not improving success rates. The Truth and Reconciliation Commission of Canada: Calls to Action (2012) highlighted the need to examine strategies and develop policies to enhance Indigenous student success. To this end, recent literature was reviewed to determine trends among Indigenous nursing students, their struggles, and more importantly, the successful strategies currently being implemented. Indigenous peoples are not a homogenous group; rather, they are a mosaic of cultures, languages and nations. The authors examined the literature to determine key factors that enabled or prevented the success of post-secondary Indigenous students. Twenty-one articles on current research regarding Indigenous student success facilitators and barriers were examined. These articles encompassed research from Canada, the United States, Australia and New Zealand. The purpose of this literature review was to identify themes and gaps, drive positive change in education, and guide future research. The research team found four common themes: academic preparedness, cultural safety, intrinsic student factors, and student support.

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Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study

Cited by 14 publications

References 21 publications

Predictors of academic success for Māori, Pacific and non-Māori non-Pacific students in health professional education: a quantitative analysis

Predictors of academic success for Māori, Pacific and non-Māori non-Pacific students in health professional education: a quantitative analysis

Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University

Indigenous students: Barriers and success strategies-A review of existing literature

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