Education Commons^™

Exploring University Student Engagement And Sense Of Belonging During Work-Integrated Learning, Anna D. Rowe, Denise Jackson, Jenny Fleming

Research outputs 2014 to 2021

Work-integrated learning (WIL) is recognised as a valuable pedagogical strategy for developing graduate employability, increasing employment prospects and contributing to a range of other learning outcomes. The purpose of this exploratory study was to determine the degree to which WIL students in higher education, felt they fully engaged in workplace activities and experienced a sense of belonging to their workplace environment. Further aims were to identify factors that facilitated and inhibited their engagement and belonging. Data were collected using an online survey of 151 students undertaking WIL as part of a university degree, in the contexts of business, sociology and …

A Public Health Perspective Of The Higher Education Experiences Of Women Studying Nursing: A Hermeneutic Inquiry Into Commencement And Progression, Lesley Jane Andrew

Theses: Doctorates and Masters

While student retention is a central goal across higher education, the projected shortage in the Australian health workforce has intensified its importance to undergraduate nursing.

Nursing degrees attract a higher proportion of mature-age women students than ever before. More are therefore beginning university at life stage characterised by marriage (or co-habitation) and traditional family structures. Nursing retention strategies require an understanding of the unique university experiences of these women, however, this is missing in the nursing literature. This study is the first to explore the experiences of these women students, doing so from the perspective of Bachelor of Science (Nursing) …

Motherhood First: An Interpretive Description Of The Experience Of Mature Age Female Students With Dependent Children At One Regional University Campus In Australia, Amanda Draper

Theses: Doctorates and Masters

This study explored the experience of mature age female students with dependent children at one regional university campus in Western Australia, Edith Cowan University South West (ECUSW). These students are one of many student groups whose experience differs to that of more traditional students such as young, unmarried, and well-supported school-leaver students. Although all students enter university with experiences that make them valuable to the university institution, mature age female students with dependent children enter university with unique knowledge, experiences and attitudes making them potentially valuable contributors to their own and others’ learning (Martins & Anthony, 2007). Whilst at university, …