Research into Student Retention
Research into Student Transition, Progression and Retention
To encourage and support academic research into student transition, progression and retention at Western, the Transition and Retention Pedagogy Working Group of Senate Education Committee has obtained an umbrella Human Ethics approval.
The START (Student Transition And RetenTion) Program of Research enables researchers at Western to utilise a streamlined process to Human Ethics approval, access to the significant quantity of institutional retention data that the University collects, and approval to publish this data. This is done via subprojects under the START Program of Research.
If you are interested in this research, or turning your internal evaluation of a transition / progression / retention initiative or project into published research, please get in touch with the START Central Team.
The START Program of Research’s Human Research Ethics Approval (H13567) runs from 6 December 2019 to 6 December 2024. The START Program of Research builds upon the similar STaRS Program of Research (2014-2019), and the institutional data collected in this period is also potentially accessible to researchers.
START Research Projects
The START (Student TrAnsition and ReTention) Program of Research is an umbrella ethics approval to acknowledge the synergies between research projects related by focus or outcome. START focuses on student transition and retention. Individuals or teams wishing to apply for accelerated ethics approval under START should contact Dr Colin Clark (START@westernsydney.edu.au).
START projects are registered as subprojects, with PVC (Learning Futures) Simon Bedford as Chief Investigator (does not affect authorship of papers, although we do request an acknowledgment).
Once approved, subproject teams can use student data collected routinely by the university, except where students have opted out (all new students are contacted after census date to explain the opt out process). A register of these students is kept by Learning Futures and researchers are requested to submit a list of potential participants with student ID numbers so those who opt out can be identified and removed from the study.
How to apply
For eligibility criteria and the approval process, please see the links below.
Eligibility as a START subproject (opens in a new window)
START application and approval process (opens in a new window)
To apply for a subproject under START PoR, please request the forms from START@westernsydney.edu.au and complete a Participant Information Statement and any relevant materials (such as surveys or consent forms). When complete, please send these to START@westernsydney.edu.au. Please do not send these directly to the Human Research Ethics Committee.
START Research Outputs
School of Computing, Data and Mathematical Sciences
Claire Mullen, Jim Pettigrew, Anthony Cronin, Leanne Rylands, Donald Shearman, Mathematics is different: student and tutor perspectives from Ireland and Australia on online support during COVID-19, Teaching Mathematics and its Applications: An International Journal of the IMA, Volume 40, Issue 4, December 2021, Pages 332–355, https://doi.org/10.1093/teamat/hrab014
Claire Mullen, Jim Pettigrew, Anthony Cronin, Leanne Rylands & Donald Shearman (2021) The rapid move to online mathematics support: changes in pedagogy and social interaction, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2021.1962555
School of Health Sciences
Rana K, Parmar J, Chimoriya R, Michael S, Dune T, Lim D, Alford S, Arora A. (2021, September). Peer Support: A Catalyst for Student Engagement and Retention. Embrace and Innovate: Professional Staff Conference. 13-17 September 2021. Western Sydney University.
Tang, C., Thyer, E., Bye, R., Tannous, C., Kenny, B., Penkala, S., ... & Gordon, M. R. (2021). The impact of COVID online learning on first year clinical health students’ sense of belonging-Student and academic perspectives. In Handbook: Students Transitions Achievement Retention and Success (STARS) Conference, 5-9 July 2021, Online.
Tang, C., Thyer, E., Bye, R., Tannous, C., Kenny, B., Penkala, S., ... & Gordon, M. R. (2021). The impact of COVID online learning on first year clinical health students’ sense of belonging-Student and academic perspectives. Advance HE’s Virtual Teaching and Learning Conference 2021, 6-8 July 2021, Online.
School of Humanities and Communication Arts
'Belonging' Video: https://vimeo.com/736382968
School of Law
Noakes, S. and Cody, A. (2022), Building a (Self) Reflective Muscle in Diverse First Year Law Students, Legal Education Review 32 (1): 69–108. https://doi.org/10.53300/001c.36738.
Noakes, S. & Cody, A. (2021)‘“Going Forward, I Will Utilise All of the Resources Available to Me”: Growing First Year Law Student Personal and Professional Development Through a Self-Reflection Quiz. UNSW Legal Education Conference: 2021
Cody, A and Noakes, S. (2022) Valuing diverse students: an ethical response to building success in first-year law students and broadening the legal profession Legal Ethics 25 (1-2) 64-87.
Noakes, S. and Renshaw, C. 'Referendum 2023: Engaging students in Constitutional change through authentic assessment ', Paper presented at the Australasian Law Academics' Association Conference, Christchurch NZ, July 2023
School of Science
Jones CE, Chuck J and Perrone G. (2021), Evaluating co-teaching as an engagement strategy for online learning science students. Proceedings of the Australian Conference on Science and Mathematics Education (ACSME), 29 September - 1 October 2021, page 31, ISSN 2653-0481.
School of Law / School of Medicine
Nguyen, N., Clark, C., Joyce, C. Parsons, C., & Juriansz, J. (2023), Student experience of online exams in professional programs: Current issues and future trends. In Upasana Singh, Chenicheri Nair, Susana Gonçalves, (Eds). Digital Teaching, Learning and Assessment. Paperback ISBN: 9780323955003, https://shop.elsevier.com/books/digital-teaching-learning-and-assessment/singh/978-0-323-95500-3
Current Sub-projects
School of Business
Use of an Open Access Textbook (H15173)
Open textbooks are reshaping the world of higher education publishing and curriculum resourcing. Academics can use existing open texts in their teaching and learning and to create their own open texts for their students. WSU has recently acquired the open textbook platform Pressbooks and has published its first title Customer Insights. While there are a few studies in open texts, ours will be the first project at Western which looks at the impact of an open text on student learning and other outcomes. Our study will also focus on benefits for those students using the text in off-shore campus offerings. This will give us the opportunity to compare the open access resource with an overseas student cohort. (Principal investigator: Dr. Aila Khan)
Ghost learners, "is anyone out there?": examining the progression and retention of business students, post-pandemic (H15524)
This project investigates student disengagement from the educational or institutional experience. (Principal investigator: Ayda Succarie)
School of Computing, Data and Mathematical Sciences
Optimising the blend of in-person and online university mathematics and statistics learning support (H14635)
In examining students’ experiences of and preferences for in-person or online mathematics and statistics learning support (MSS), this study will draw on the insights and recommendations of a broad range of studies at the intersection of retention, transition, progression, in-person and online study, and MSS. The subjects of the study will be students enrolled at Western Sydney University (WSU) and University College Dublin (UCD) who have used in-person or online MSS in the period from the middle of 2018 to the middle of 2021, many of whom will have suffered significant learning disruption due to COVID-19. (Principal investigator: Dr. Jim Pettigrew)
Investigating School of Computer, Data and Mathematical Sciences subjects with high failure rates: a quantitative approach (H14775)
Many factors have been shown to correlate with student success and progression at university. The aim is to identify factors that align with performance in School of Computer, Data and Mathematical Sciences subjects with high failure rates. 1.Hypothesis. Subjects studied for the HSC are beneficial for first-year university study of similar subjects. 2.Hypothesis. Engagment with tutorials, quizzes, vUWS and other aspects of a subject correlate positively with final mark. 3.Question. What other factors, for which the university has data, correlate with performance in each of the subjects under investigation? (Principal investigator: Associate Professor Leanne Rylands)
School of Health Sciences
Student Peer Support in Postgraduate Public Health and Health Sciences (H14472)
Student peer support for improving engagement, retention, and learning outcomes in postgraduate public health and health sciences
This project asks: What is the impact of student peer support intervention in improving student engagement, retention, and learning outcomes in postgraduate public health and health sciences? (Principal investigator: Associate Professor Amit Arora)
Student peer support for improving engagement, retention, and learning outcomes in postgraduate public health and health sciences: a pre-post study (H15020)
This sub-project aims to ascertain if student peer support is effective in improving transition, engagement and learning experiences of students in PUBH7033 The Social Determinants of Health. This exploration will inform the development of future research with students with a focus on how to support student learning and increase student transition and retention in the wider public health and health science programs. This study will generate an evidence base for the development of peer learning in an Australian tertiary education setting. (Principal investigator: Associate Professor Amit Arora)
Student Midwives and Paramedics Simulation (SMaPS) (H14803)
Explores midwifery and paramedicine students’ readiness for interprofessional learning in the out of hospital birth setting following engagement with a custom designed simulation workshop (Principal investigator: Dr. Liz Thyer)
Ethical self-efficacy, resilience and leadership in health sciences students (H15061)
The aims of this study are to:
- describe the development of ethical awareness, self-efficacy, resilience and leadership skills in speech pathology students at different stages of professional preparation;
- identify strategies students use to understand and practice professional values;
- describe factors that students perceive impact their developing moral self-efficacy, resilience and leadership skills;
- explore the relationship between ethics and professional identity formation
(Principal investigator: Dr. Belinda Kenny)
School of Humanities and Communication Arts
The impact of students’ sense of belonging on transition and retention in Arts degrees (H14883)
This research utilises mixed qualitative methods to comprehensively explore the experiential dimensions of Arts students’ sense of connectedness, or not, with a specific focus on Western and our distinctive cohort demographics. The in-depth focus on the experiential, and the partnership with existing Arts students in the design and conduct of the research and subsequent ‘intervention’, sets the study apart from other work in the field but also complements other Australian work. (Principal investigator: Dr Penelope Rossiter)
The Impact of Students’ Sense of Belonging on Transition and Retention in Arts Degrees: Phase Two Intervention and Evaluation (H15226)
This is a follow up of an earlier study of a staff--student support intervention, 'Ongoing orientation'. Phase Two of this project involved trialing a staff-led support intervention for this year’s Spring Semester intake of Arts students at Western Sydney University (the intervention was known as “Ongoing Orientation”). Student participation in the support intervention was voluntary and involved 12 staff members (11 casual employees and one permanent employee) acting as “Staff Guides” to support transition and facilitate social connection between students. (Principal investigator: Dr Alexandra Coleman)
Muslim women’s experiences of tertiary education at Western Sydney University: A Student perspective (H15110)
Muslim students have additional needs compared to non-Muslim students which needs to be accommodated and performed. There needs to be an increased awareness of Islamic holidays, such as Ramadan and Eid. Therefore, an increased understanding amongst staff and students can be a source of comfort and support for Muslim students during important Islamic celebrations and commitments. Little research has explored female Muslim students’ experiences of tertiary education in Australia especially in Western Sydney. It is anticipated findings from the project will inform university policies and guidelines to support and foster learning, inclusivity and cultural cohesion for female Muslim students. (Principal investigator: Dr. Rakime Elmir)
Student attitudes to core vs major subjects (H15402)
There is little research on the topic of attitudes to core units or major units within a higher degree program. A significant percentage of BComm students do not value or only partially engage with core subjects. This leads to lower grades, higher failure rates, higher student debt and increased attrition. This project will inform students of the value of core subjects and showcase some student core subject outcomes. It tests an informational professional video, in conjunction with students, and analyses its impact/effects on student attitudes to core subjects. (principal invesigator: Ray Archee)
School of Law
Reflective Practice in First Year Law Studies (H14491)
Reflective Practice in First Year Law Studies This study seeks to explore the impact of a Self-Reflection Quiz as a means of implementing TLO 6 in relation to first year students. There is a body of literature on the implementation of TLO 6 at Australian Law Schools, and some of this literature makes suggestions for supporting TLO 6 in first year. However, these studies do not examine the impact of a curriculum tool designed to support and encourage first year students’ reflections on their own performance. (Principal investigator: Dr. Sandy Noakes)
The Experience of Muslim Law students (H15117)
This study considers how COVID-19 has impacted the tertiary education sector and the impact on Muslim students studying online and/or in a hybrid education environment. This is particularly significant given the recent report by the AHRC noting higher levels of Islamophobia online. Secondly, the Australian research does not address the impact of 11 September 2001 and the March 2019 mosque massacre in Christchurch, New Zealand. There is a need for a theoretically informed and empirically substantiated approach that examines the experiences of Muslim students. This study provides qualitative research on how Australian universities can further empower and support them, particularly given the rise of Islamophobia after the events in Christchurch in 2019. (Principal investigator: Dr. Sandy Noakes)
The viva voce: learning fundamental legal skills in the transition to professional competence (H15237)
The viva voce has been a long-term learning and assessment method in PR&LE and has been recently introduced into CP&E. Traditionally, the viva voce has been a face-to-face advocacy-oriented exercise but due to the pandemic it shifted to fully online and became more advice-oriented. The comparison between how the viva voce has operated and how it operates today, plus the inclusion of the viva voce in a second subject of study (CP&E), provides fertile ground for discussion and analysis. The areas where this form of viva voce learning and assessment have an opportunity to improve the practice of legal academics, and by default the learning of their students, is in relation to professional transition of law students, academic integrity of assessment and its use in a blended or online environment. This project investigates: In what ways did the viva voce learning approach/assessment task contribute to: the student’s development of academic skills and professional values? How did the online delivery of the subject and assessment task assist the student to continue with their enrolment? To what extent did the learning and assessment method co-exist with academic integrity? (Principal investigator: Michael Brogan)
Teaching non-traditional curriculum in the Australian higher education context: Insights (H15282)
Non-traditional courses refer to ways of teaching that are outside the traditional format of delivery. In this project, we will look at two types of non-traditional courses: dual-listed subjects/courses and short courses. The project considers:
Evaluation of student experience in relation to Law School curriculum concerning the 2023 referendum proposal to change the Australian constitution to include a First Nations Voice to Parliament (H15391)
Given the important role of the legal profession and law schools in relation to the education of the Australian community about the Voice Referendum, this research project is essential to document one approach that law schools might adopt to encourage participation in this educative process. There are currently no studies of the student experience of law school curriculum relating to the Voice Referendum. This research will also add to the field of study relating to ways in which students’ ‘non-traditional’ cultural capital may be harnessed as a strength, avoiding the deficit framework that is often adopted in relation to non-traditional students in Australian higher education (Pang et al., 2018). The project will also add to the studies concerning the student experience of authentic assessment, particularly in relation to a diverse cohort of students. (Principal investigator: Sandy Noakes)
School of Medicine
Investigating students’ perceptions of feedback for learning (H15259)
This project aims to understand the assessment and feedback literacy of current WSU medical students, in order to tailor educational resources such as modules which they can use to support their understanding of assessment requirements, and their use of feedback. In so doing, we aim to encourage students’ academic success and prevent them from experiencing failure and its psychological consequences of demotivation and attrition, which can deter students from completing their degree. (Principal investigator: Dr Carl Parsons)
Investigating the impact of a non-graded assessment system on learning in a medical program (H15453)
This project aims to understand the impact of non-graded assessment on student learning in the WSU Doctor of Medicine Program. Research question: What are the impacts of non-graded assessment practice on student learning? We intend to address this question by examining the consequences of a change from a multi-tiered to a pass/fail grading program. Will students i) motivation to learn and ii) learning strategies change with a move to a pass/fail grading program of assessment. In so doing, we aim to encourage students’ academic success and prevent them from experiencing failure and its psychological consequences of demotivation and attrition, which can deter students from completing their degree. Principal investigator: Caroline Joyce
School of Nursing & Midwifery
Pharmacology education in nursing-what works? The PENNA Project (H14912)
Does engagement with the Pharmacology units content affect student performance and progression? Using administrative data and VUWS analytics data, this study seeks To determine if attendance and engagement with weekly content, pre and post tutorial activities and resources impact the overall success of students within the Pharmacology unit and whether factors such as international/domestic, language spoken at home, age, sex and GPA have a relationship with their engagement and overall success. (Principal investigator: Leanne Hunt)
School of Science
Engagement through increased awareness: the alignment between unit content and future career skills (H15394)
This research will provide ‘proof-of-concept’ that providing short videos of professionals applying knowledge gained at university will increase university student engagement with subject content. If successful, this method can be applied to target units at the university. (Principal investigator: Christa Beckmann)
Evaluation of an `immersive digital world' as a tool for learning mitochondrial function (H15579).
The increasing use of hybrid methods of teaching has seen a concomitant rise in the use of digital resources to help promote student engagement irrespective of where, and when, they are studying. Whether use of these tools leads to improvements in knowledge compared to other, more traditional tools (e.g. textbooks), is not clear. This is in contrast to studies that tend to indicate that XR and digital tools can have a positive effect on engagement and enjoyment of classes (Pusey and Pusey, 2015). (Principal investigator: Chris Jones)
School of Social Sciences
Impact of a Flipped Classroom Model on Transition, Retention and Progression in Social Science Programs (H14074)
This study aims to evaluate the impact of the School of Social Sciences’ flipped classroom model on student transition, retention and progression in social science programs/courses at WSU and identify features of the flipped classroom model that can support student transition, retention and progression (Principal investigator: Dr. Jen McPherson)
Life and Belonging in the School of Social Sciences (‘SoSS’) (H15294)
How do students in the School of Social Sciences experience belonging, and what are the ramifications of this for student engagement and success at University? This subproject is predominantly concerned with developing a deeper understanding of the nuanced ways in which students experience belonging, community, connectedness, engagement, and success at university, and more specifically, within the School of Social Sciences.(Principal investigator: Sky Hugman)
School of Psychology
Perceptions, expectations and readiness of incumbent psychology postgraduate students for training in psychological assessment (H15376)
This project will examine the perception, expectations and readiness of incumbent psychology postgraduate students for training in psychological assessment and to identify how these attitudes change throughout the progression of their psychological assessment training.
(Principal investigator: Travis Wearne)
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