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Student Engagement in New Zealand's Universities

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Student Engagement in New Zealand's Universities Australian Council for Educational Research (ACER) ACEReSearch Australasian Survey of Student Engagement (AUSSE) Higher Education 12-2011 Student engagement in New Zealand’s universities Ali Radloff ACER, [email protected] Follow this and additional works at: https://research.acer.edu.au/ausse Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Radloff, Ali (ed) (2011) Student engagement in New Zealand's universities. Melbourne : Australian Council for Educational Research (ACER) This Article is brought to you by the Higher Education at ACEReSearch. It has been accepted for inclusion in Australasian Survey of Student Engagement (AUSSE) by an authorized administrator of ACEReSearch. For more information, please contact [email protected]. Student engagement in New Zealand’s universities Edited by Ali Radloff Contents Foreword iii Introduction v The construct of student engagement vi AUSSE background and methodology vii Students at New Zealand’s universities viii Overall findings for New Zealand universities x Recommendations based on the findings presented xiii Ma¯ori and Pasifika students’ academic engagement: What can institutions learn from the AUSSE data? 1 Student engagement in relation to their field of study 11 Engagement with learning: Differences between male and female students 22 International students’ experiences of engagement: Opportunities for enhancement 29 The relationship between engagement, student preparation for study and employment 39 New Zealand university students’ departure intentions 50 Relative engagement with learning for part-time and full-time students 57 Engaging with university at a distance: the differences in levels of student engagement among extramural and campus-based students 70 Appendices Appendix 1: 2009 Student Engagement Questionnaire 77 Appendix 2: AUSSE scales, measures and SEQ items 81 Student engagement in New Zealand’s universities i Acknowledgements The Australian Council for Educational Research (ACER) and the authors of this report offer their very warm thanks to the students and staff who have participated in the Australasian Survey of Student Engagement (AUSSE), Postgraduate Survey of Student Engagement (POSSE) and Staff Student Engagement Survey (SSES). Without the involvement and support of participating higher education and tertiary education institutions across Australasia we would not have the opportunity to learn about students’ engagement with learning. Very warm thanks to all institutions that have taken part in the AUSSE, and who have played a formative role in the ongoing development and validation of the AUSSE collection. Thanks also to Ako Aotearoa who have been particularly supportive of the AUSSE in New Zealand. Since 2006, the National Survey of Student Engagement (NSSE) team at Indiana University in the USA has played a highly supportive and significant role in the AUSSE. Particular thanks to Associate Professor Alex McCormick, NSSE Director, for his support of the AUSSE, and many thanks as well to Professor George Kuh, Dr Robert Gonyea, Mr Todd Chamberlain, Dr Tom Nelson Laird, Dr Jillian Kinzie, and many other colleagues at Indiana University. In addition to more general guidance and support, items in questions 2 to 9, 11 to 12, and 15 to 17 in the Student Engagement Questionnaire (SEQ) and Postgraduate Student Engagement Questionnaire (PSEQ) have been used with permission from The College Student Report, National Survey of Student Engagement (copyright 2001-2011, The Trustees of Indiana University). Also, items in the Staff Student Engagement Questionnaire were used with permission from the Faculty Survey of Student Engagement, Center for Postsecondary Research (copyright 2001-2011, The Trustees of Indiana University). The items were adapted and validated for New Zealand and Australia by ACER. A team of research and support staff manage the AUSSE at ACER. Associate Professor Hamish Coates is the AUSSE Director and Ms Ali Radloff manages the AUSSE. Other staff at ACER who have provided support and input into this report include Ms Yan Bibby, Mr Jim Carrigan, Mr Ali Dawes, Dr Daniel Edwards, Mr Craig Grose, Mr Rob Jinks, Mr David Rainsford, Dr Sarah Richardson, Dr Ling Tan, Mr David Tran and Ms Karen Wright. Please contact ACER if you would like further information about the AUSSE. The team can be contacted at [email protected] or on +61 3 9277 5742. Further information about the AUSSE is available at http://www.acer.edu.au/research/ausse. ii Student engagement in New Zealand’s universities Foreword By 2010, all eight universities in New Zealand had participated in the Australasian Survey of Student Engagement (AUSSE). Ako Aotearoa, New Zealand’s National Centre for Tertiary Teaching Excellence organised a Student Engagement Enhancement Group meeting to explore ways of turning the findings from the AUSSE reports into practice. In April 2010, this led to New Zealand’s first Institutional Research Colloquium, sponsored by Ako Aotearoa and jointly hosted by the University of Otago and the University of Canterbury. One outcome of this colloquium was a shared commitment to analyse and report on New Zealand AUSSE data. Rather than focusing on benchmarking, all New Zealand universities agreed to collaboratively study the aggregated AUSSE data for their sector, held by the Australian Council for Educational Research (ACER). The aim was to foster improved understanding of the results, and to advance follow-on initiatives for increasing student engagement throughout the sector. Subsequently, New Zealand academics and institutional researchers met with representatives from ACER and finalised a list of topics of concern and interest arising from previous AUSSE results. A September 2010 writing retreat in Wellington, hosted by Massey University, helped accelerate research into these topics. The individual and collaborative research articles resulting from the writing and research activities, were subjected to review by both peers and ACER, and resulted in the chapters of this report. These collected studies help contextualise the issues for the entire New Zealand university sector; the various recommendations offer a range of approaches to begin addressing the issues. Ako Aotearoa offers warm thanks to the Higher Education Development Centre at the University of Otago, the Academic Development Group at the University of Canterbury, and the Student Engagement and Evaluations Unit at Massey University for developing and hosting the colloquium and writing retreat that moved this research forward. We also would like to express our thanks to all New Zealand students who have responded to AUSSE questionnaires at participating universities. Finally, we would like to thank the staff at ACER, in particular Ms Ali Radloff, for providing the support to carry out the research activities that resulted in this publication. Dr Sue Walbran Emeritus Professor Tom Prebble Interim Director, operations Interim Director, strategy Ako Aoteaora Ako Aotearoa Student engagement in New Zealand’s universities iii The number of students commencing Introduction undergraduate study at New Zealand’s universities has been steadily increasing over the last decades (Ministry of Education, Ali Radloff & Hamish Coates 2010a). While in 1991 only six per cent of Australian Council for New Zealanders aged 15 or older held a Educational Research bachelors degree or higher qualification, by 2009 this had increased to 17 per cent (Ministry of Education, 2010b). Over 100,000 domestic and international students are currently enrolled in bachelor degree study at one of New Zealand’s eight universities and the numbers of students enrolled has increased 17 per cent between 2002 and 2009 (Ministry of Education, 2010a). Although the numbers of students entering bachelor level study in New Zealand is growing and is high relative to OECD averages, the number of students leaving with a qualification is low compared to many other countries (Scott & Gini, 2010). Data from the Ministry of Education show that completion rates are relatively low, particularly among certain groups of students. Around one-third of students who began a bachelor degree in 2002 had not completed the degree, or a degree at the same or a higher level, eight years after starting (Ministry of Education, 2010c). Completion rates are higher among Asian New Zealand students, but much lower among Ma¯ori and Pasifika students (Ministry of Education, 2010c). Eight-year completion rates are also much higher among students studying full-time (80%) than students studying part-time (52%) (Ministry of Education, 2010d). It is clear that holding a bachelor or higher degree is valuable for an individual. New Zealanders with a bachelor or higher degree are more likely to be employed, with 82 per cent of the population holding a bachelor or higher qualification employed either full-time or part-time, compared with 63 per cent of the overall New Zealand population (Ministry of Education, 2010e). Only 2.5 per cent of New Zealanders with a bachelor or higher degree are unemployed, compared with 3.4 per cent of the overall population (Ministry of Education, 2010e). New Zealanders with a bachelor degree level qualification also earn on average around 60 per cent more than those with only a school-level qualification (Ministry of Education, 2010f). Increasing the proportion of the population that holds a bachelor or higher degree is not just beneficial for the individuals with the qualification, but also contributes to
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