Persisting students\u27 explanations of and emotional responses to academic failure

Academic failure is an important and personal event in the lives of university students, and the ways they make sense of experiences of failure matters for their persistence and future success. Academic failure contributes to attrition, yet the extent of this contribution and precipitating factors of failure are not well understood. To illuminate this world-wide problem, we analysed institutional data at a large, comprehensive Australian university and surveyed 186 undergraduate students who had failed at least one unit of study in 2016, but were still enrolled in 2017. Academic failure increased the likelihood of course attrition by 4.2 times. The students who failed and persisted attributed academic failure to a confluence of dispositional, situational, and institutional factors. There was a compounded effect of academic failure on already-vulnerable students resulting in strong negative emotions. Viewing persistence as an interaction between individuals and their sociocultural milieu opens up different avenues for research and considerations for support

The role of research education coordinators in building research cultures in doctoral education

The development of cultures of support has become important in programmes for the preparation of research students. The paper draws on in-depth interviews with 21 research education coordinators from Australian and UK institutions to identify the strategies that they use to build research cultures and integrate research students into them. Students’ research cultures are not always linked to departmental research cultures more generally. Local contexts and conditions and staff (including supervisors’) attitudes are found to be critical in how research education coordinators respond and what is considered possible in order to ensure that research students are involved in research cultures

Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context

Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity

The effect of review writing on learning engagement in channel partner relationship management

To develop the knowledge and skill sets of channel partner firms, firms increasingly introduce learning programs as part of their relationship management strategies. Yet, the engagement of channel partners in these programs tends to be low though. The current research, conducted in collaboration with a Fortune 100 information technology company, examines ways to strengthen learning engagement. In accordance with self-regulated learning theory, the authors propose and demonstrate that when channel partners write reviews of a learning module that they attended, beyond providing ratings,they are better able to reflect on the relevance of their learning experience and they are further engaged in learning activities. The audience and focus of these written reviews determine the engagement of the channel partner sales personnel. Therefore, review writing is a valuable, informal mechanism to motivate them. These effects are moderated by characteristics of both the channel partner (learning orientation of the salesperson, identification with the manufacturer) and the relationship with the manufacturer (length and exclusivity)

Reframing assessment research: through a practice perspective

Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated using data from an empirical study of assessment decision-making and uses as an exemplar the identified practice of ‘bringing a new assessment task into being’. It is suggested that a practice perspective can position assessment as integral to curriculum practices and end separations of assessment from teaching and learning. It enables research on assessment to de-centre measurement and take account of the wider range of people, phenomena and things that constitute it

Does the use of summative peer assessment in collaborative group work inhibit good judgement?

The accuracy and consistency of peer marking, particularly when students have the power to reward (or penalise) during formative and summative assessment regimes, is largely unknown. The objective of this study is to evaluate students’ ability and behaviour in marking their peers’ teamwork performance in a collaborative group assessment context both when the mark is counted and not counted towards their final grade. Formative and summative assessment data were obtained from 98 participants in anonymous self and peer assessment of team members’ contributions to a group assessment in business courses. The findings indicate that students are capable of accurately and consistently judging their peers’ performance to a large extent, especially in the formative evaluation of the process component of group work. However, the findings suggest significant peer grading bias when peer marks contribute to final grades. Overall, findings suggest that students are reluctant to honestly assess their peers when they realise that their actions can penalise non-contributing students. This raises questions about the appropriateness of using peer marks for summative assessment purposes. To overcome the problems identified, this paper proposes a number of measures to guide educators in effectively embedding summative peer assessment in a group assessment contex

Drought in a human-modified world: reframing drought definitions, understanding, and analysis approaches

In the current human-modified world, or Anthropocene, the state of water stores and fluxes has become dependent on human as well as natural processes.Water deficits (or droughts) are the result of a complex interaction between meteorological anomalies, land surface processes, and human inflows, outflows, and storage changes. Our current inability to adequately analyse and manage drought in many places points to gaps in our understanding and to inadequate data and tools. The Anthropocene requires a new framework for drought definitions and research. Drought definitions need to be revisited to explicitly include human processes driving and modifying soil moisture drought and hydrological drought development. We give recommendations for robust drought definitions to clarify timescales of drought and prevent confusion with related terms such as water scarcity and overexploitation. Additionally, our understanding and analysis of drought need to move from single driver to multiple drivers and from uni-directional to multi-directional. We identify research gaps and propose analysis approaches on (1) drivers, (2) modifiers, (3) impacts, (4) feedbacks, and (5) changing the baseline of drought in the Anthropocene. The most pressing research questions are related to the attribution of drought to its causes, to linking drought impacts to drought characteristics, and to societal adaptation and responses to drought. Example questions include (i) What are the dominant drivers of drought in different parts of the world? (ii) How do human modifications of drought enhance or alleviate drought severity? (iii) How do impacts of drought depend on the physical characteristics of drought vs. the vulnerability of people or the environment? (iv) To what extent are physical and human drought processes coupled, and can feedback loops be identified and altered to lessen or mitigate drought? (v) How should we adapt our drought analysis to accommodate changes in the normal situation (i.e. what are considered normal or reference conditions) over time

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learnin