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Models of support for student wellbeing in enabling programs: comparisons, contrasts and commonalities at four Australian universities

Citation

Crawford, N and Lisciandro, J and Jones, A and Jaceglav, M and McCall, D and Bunn, R and Cameron, H and Westacott, M and Andersen, S, Models of support for student wellbeing in enabling programs: comparisons, contrasts and commonalities at four Australian universities, Proceedings of the 2016 FABENZ Conference, 1-2 December 2016, UNITEC Auckland, New Zealand, pp. 1-18. (2016) [Refereed Conference Paper]


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Abstract

Students in enabling programs bring a richness and diversity to universities. This diversity is important both to the vitality of the institutions, and the social equity outcomes that enabling programs hope to foster. Yet, in crossing the bridge between pre-university and university entry, these students are often confronted by multiple challenges. Within the literature, concerns such as mental health difficulties, complex family issues and being first in the family to attend university have been shown to impact on a studentís ability to succeed academically, develop a sense of belonging in the university community and negotiate personal hurdles. While many universities provide counselling services, which are of great value, they are but one element in a more comprehensive model of support for the wellbeing of students in enabling programs.

This paper will present the key features of four models of supporting enabling studentsí wellbeing that have been developed at four institutions. The participating universities are the University of Tasmania, Murdoch University, The University of Newcastle, and the University of the Sunshine Coast. The models are unique, and also share commonalities, in terms of whether the support is embedded, centrally-located, proactive, informal or holistic.

Item Details

Item Type:Refereed Conference Paper
Keywords:pastoral care, student support, mental health, student wellbeing, enabling programs, preparation programs, bridging courses
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Achievement
Author:Crawford, N (Dr Nicole Crawford)
ID Code:115259
Year Published:2016
Deposited By:Tasmanian Institute of Learning & Teaching
Deposited On:2017-03-11
Last Modified:2017-08-01
Downloads:7 View Download Statistics

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