Guide to different stages
In the early stages of developing staff and students will be learning about student success: frameworks, models, approaches, literature, the discourse. Staff and students will also be connecting on campus and learning about student success in their own setting including reaching out across departments and functions to identify expertise and experience. In these early stages the work may be associated with meeting reasonable expectations and system/sector level requirements though there may also be pockets of significant engagement. Staff and students will be creating awareness of student success across the institution including with students and senior leaders. They may starting to build collaborations and coalitions of staff and students who are either early adopters or keen to be involved in contributing to student success.
Developing – Consolidating
As staff and students are moving from developing to consolidating there will be evidence on campus of student success work including information and a shared understanding about student success, and the establishing of common ground. Staff and students will be exploring how student success can become a reality in context and mindful of existing processes and institutional ethos. There may be identified staff who are student success champions and/or who have an institutional role regarding student success. The institution may be including student success in their strategic plans and the beginning of the enactment of those plans may be occurring. There may be developing pockets of good practice through unit/team based initiatives supporting by seed/ring-fenced funding. There may be senior leader support for the work.
In the consolidating phase there will be evidence of the building of local experience and expertise which is research-informed and which draws on practice wisdom. The institution will have examples of planning, implementing and evaluating specific initiatives. The institution will be examining the results/impact of initiatives. There will be greater awareness and understanding of student success across the institutional community, and growing belief and enthusiasm about the work. The work will be becoming more embedded in the existing fabric of the institution and there will be pockets of burgeoning national expertise. The institutional community’s engagement will have moved beyond compliance towards commitment. There will be recognition of the need for time, people, resources, funding and senior leader and institutional community support to sustain the work. The reach of consolidating may be at department and institutional level.
Consolidating to Leading
As staff and students are moving from consolidating to leading there will be a shared understanding of, confidence in, and commitment to student success. Student success will be included in institutional planning with associated targets and supports. The development of student success be reflective of the institutional culture. There may be examples of good practice at national level and staff and students may have partners nationally on student success initiatives. This work may have resulted in more sophisticated student success discourse on campus and new knowledge which staff will be sharing on campus and disseminating more widely. Staff and students may be sharing their practice and their reflections in national and international arenas. There will be strong senior leader support for the work and recognition for staff and student commitment in this area.
In the leading phase an understanding of student success permeates the whole institution community and there is evidence of a lived commitment to the work across campus. There are many examples of good practice at both national and international level including pioneering/ground-breaking work in certain areas. There will be ongoing co-enquiry, including researching and publishing, into the work. The work will have mainstreamed support, resources and people to sustain it. It will have full senior leader backing and participation. Student success work will be characterised in terms of commitment, championing and advocacy. There will be deep and seamless embedding of the work as evidenced in strategies, policies and day-to-day enactment. The work will be navigable across and between units and functions through aligned planning and synergistic practice. The reach of leading is at all levels, within and beyond the institution, national and international. The institution is influential in this space. It has pride in the work. It showcases it and celebrates it.
|Enabling Institutional Capabilities|
|E1||Strategy and policies and practices||E2||Evidence-based decision making||E3||Structured and well-resourced professional development|
|Enabling Institutional Culture|
|E4||Whole-of-institution approach and alignment||E5||Centrality of students and their learning||E6||Inclusivity|
|E7||Communication and collaboration||E8||Respectful and meaningful relationships|
|Enabling Institutional Practices|
|E9||Assessment and feedback||E10||Engagement and student partnership||E11||Teaching approaches and learning design|
|E12||Transitions and cultivating belonging|