professor alf lizzio - griffith university - the student lifecycle: evolving value propositions and...
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The Student Lifecycle: Evolving value propositions and touch points.
Who are you…..really!?
Professor Alf Lizzio
Dean (Learning Futures)
Griffith University
What makes a difference to our students across the lifecycle?
• Touch points ............often undervalued
• Crunch points ............often invisible
• Service points .............often perfunctory
• Performance points ......often lonely
Aspiring &
Exploring TRANSITION TOWARD UNIVERSITY
STUDENT LIFECYCLE: Progression , Exit and Recycling
Aspiring &
Exploring
Clarifying &
Choosing
TRANSITION TOWARD UNIVERSITY
STUDENT LIFECYCLE: Progression , Exit and Recycling
Aspiring &
Exploring
Clarifying &
Choosing
TRANSITION TOWARD UNIVERSITY
STUDENT LIFECYCLE: Progression , Exit and Recycling
Misconceptions and mis-apprehensions ?
Choosing my degree...how did I get here?
Clouded Conformed
Casual Calculated
ClearConsidered
ConvictedCongruent
Why is this important?
A range of social,
academic and economic
factors
Student’s Academic
Performance
Student Retention
Sense of Purpose is Protective
A range of social,
academic and economic
factors
Student’s Sense of Purpose
Student’s Academic
Performance
Student Retention
Sense of Purpose
A sense of purpose is not something that resides within a student or that they arrive with fully formed, but rather it is most certainly an interactive and emerging construct.....can be seen as the sense of fit between an individuals and an institutions goals.
Aspiring &
Exploring
Clarifying &
Choosing
Joining &
Engaging
Committing &
Preparing
TRANSITION IN
TRANSITION TOWARD
STUDENT LIFECYCLE
No Shows False
Starts & Alternative
Realities
Orientation Efficacy
Only one-half of commencing students agreed that their orientation program prepared them well for university!
The ‘Five-Senses’ of Student SuccessDesign principles for transition
Sense ofIdentity
Sense of Connection
Sense of Capability
Sense of Purpose
Sense of Resourcefulness
Aspiring &
Exploring
Clarifying &
Choosing
Joining &
Engaging
Committing &
Preparing
Working for
Early Success
TRANSITION IN
TRANSITION TOWARD
TRANSITION THROUGH
Sorting, questioning and juggling
Student Stickability
I identify with my School
I am sure this degree is a
good career investment
I........
I.....
Student Stickability
I identify with my School
I am sure this degree is a
good career investment
I have a sense of connection & partnership
with staff
I.....
Student Stickability
I identify with my School
I am sure this degree is a
good career investment
I have a sense of connection & partnership
with staff I find my degree
meaningful and engaging
Sense of Resourcefulness
Two-thirds of students reported some level of unmet need for assistance
One-fifth of students reported a major level of unmet need for assistance
What needs did students express at the end of their first year of university?
Crunch Choice Point:
Getting advice on whether I should continue studying 20%
Performance Reflective Point:
Getting advice on better planning my life and study 55%
Sense of PurposeDegree Coherence
Just half of students agreed that the structure of their degree programs made clear sense to them.
What needs did students express at the end of their first year of university?
Service Points Getting advice on planning my degree
and choosing courses and majors 60%
Getting career advice about my job opportunities or prospects 75%
Touch PointMeeting alumni and senior students to better understand
my future 55%
How might we make sense of this student feedback?
Less a remedial narrative of student retention
More a engaging narrative of student re-recruitment
Aspiring &
Exploring
Clarifying &
Choosing
Joining &
Engaging
Committing &
Preparing
Working for
Early Success
Building on
Success
TRANSITION IN
TRANSITION TOWARD
TRANSITION THROUGH
Benchmarking, drifting and
settling?
Senior Students’ Qualitative Feedback: Continuing the message!
Best Aspects Needs Improvement
Professional & Practical Focus
38% 54%
Program Design and Coherence
22% 15%
Program Relational Climate
15% 10%
Staff Capability 6 % 3%
Learning Support 3% 4%
Graduates’ (CEQ) Qualitative Feedback: Confirming the message!
Best Aspects Needs Improvement
Professional & Practical Focus
30% 34%
Program Design and Coherence
21% 18%
Program Relational Climate
20% 15%
Staff Capability 11% 8%
Learning Support 3% 5%
SO.... WHAT IS THE BIG MESSAGE?
Design
How do we learn?
Narrative
How do you weave ittogether?
Culture
How do you treat us?
Valued OutcomesWhat can I take
forward?
Aspiring &
Exploring
Clarifying &
Choosing
Joining &
Engaging
Committing &
Preparing
Working for
Early Success
Building on
Success
Partnering &
Continuing
Focusing
Future Success
TRANSITION IN
TRANSITION TOWARD
TRANSITION THROUGH
TRANSITION UP
Delayed Learning and
DiffuseTrajectories?
Aspiring &
Exploring
Clarifying &
Choosing
Joining &
Engaging
Committing &
Preparing
Working for
Early Success
Building on
Success
Partnering &
Continuing
Focusing
Future Success
Student Identity
Potential Student Identity
Graduate Identity
Professional Identity
Contested IdentitiesNegotiating ontological space
• Ascribed identity: what we allow/tell/position our students to be/become
•
Contested IdentitiesNegotiating ontological space
• Ascribed identity: what we allow/tell/position our students to be/become
• Habituated identity: what our students expect to be/have become comfortable being
Contested IdentitiesNegotiating ontological space
• Ascribed identity: what we allow/tell/position our students to be/become
• Habituated identity: what our students expect to be/have become comfortable being
• Claimed identity: what our students may wish to be/want to become
•
Contested IdentitiesNegotiating ontological space
• Ascribed identity: what we allow/tell/position our students to be/become
• Habituated identity: what our students expect to be/have become comfortable being
• Claimed identity: what our students may wish to be/want to become
• Required & encouraged identity: what we know our students will need to be/what the wider and future context requires them to become.
Profiles of identity negotiation
Staff Ascribed and Student HabituatedPerpetual student
Ascribed identity: What we allow/tell/position our students to be/become
Profiles of identity negotiationHabituated identity: What our students expect to be/have become comfortable being
Student Habituated and
Staff Encouraged
Developmental Tension
Ascribed and Habituated
Perpetual student
Profiles of identity negotiation
Habituated and Encouraged
Developmental Tension
Staff Ascribed and Student
ClaimedFrustrated
Professionalism
Ascribed and Habituated
Perpetual student
Claimed identity: what our students may wish to be/want to become
Profiles of identity negotiation Required & encouraged identity: what we know our students will need to be/what the
wider and future context requires them to become.
Student Habituated and Staff Encouraged
Developmental Tension
Staff Ascribed and Student Claimed
Frustrated Professionalism
Student Claimed and Staff
EncouragedPartnered
Professionalism
Staff Ascribed and Student Habituated
Perpetual student
Lifecycle Informed Thinking: The Meta Design Question
How well do our programs facilitate or constrain our students’ identity development, and meet their evolving learning, personal and professional needs?
Not to be answered today......
So....how sensitive are we to evolving student needs across the degree lifecycle?
How can we help them grow?
Implications of student lifecycle thinking
1. Students’ identities, needs and expectations evolve and mature.
2. The markers they use to judge ‘quality’ correspondingly change.
3. Effective programs are responsive to and facilitate student maturity.
4. Effective programs monitor and address students’ changing needs
Lifecycle-informed design and thinking can profoundly change how we work with our students and seek to
facilitate their success
At the program level Vertical and horizontal integration are key templates
At the institutional level Optimal progression is achieved through aligning
administrative, professional and academic systems across the lifecycle
At the student experience level Providing a seamless and scaffolded process which
synergises progression through recruitment, enrolment, transition, through to graduation and beyond.