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Designing a pre-degree program to foster a sense of belonging


Johns, S and Jarvis, L and Kilpatrick, S, Designing a pre-degree program to foster a sense of belonging, Proceedings of the 16th International First Year in Higher Education Conference, 7-10 July 2013, Wellington, New Zealand, pp. 1-10. ISBN 978-0-646-90615-7 (2013) [Refereed Conference Paper]

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Enabling or bridging programs are a social inclusion strategy to widen participation in higher education. Research suggests these programs achieve some measure of success in fostering a sense of belonging and preparing students for university, which are both linked to student retention. However, such programs are characterised by high rates of attrition. The recent introduction of a Diploma of University Studies at the University of Tasmania, as part of a suite of pre-degree programs, differs from other enabling and bridging courses. It includes compulsory weekly Supported Studies sessions, designed to foster both academic and social outcomes. Findings from the study indicate student satisfaction with compulsory Supported Studies sessions. In particular, students on the two larger university campuses, and students who attend more than nine sessions per semester, find sessions useful for social and academic integration. Integrated support sessions should be an integral part of enabling programs.

Item Details

Item Type:Refereed Conference Paper
Keywords:pre-degree program, enabling program, academic and social outcomes, student support
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Equity and access to education
UTAS Author:Johns, S (Dr Susan Johns)
UTAS Author:Jarvis, L (Ms Lynn Jarvis)
UTAS Author:Kilpatrick, S (Professor Sue Kilpatrick)
ID Code:87010
Year Published:2013
Deposited By:Education
Deposited On:2013-11-05
Last Modified:2017-11-20

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