1. Creating a comprehensive
student support ecosystem
Professor Angela Hill, DVC Education, ECU
Professor Rowena Harper, Director, Centre for Learning and Teaching, ECU
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Students First: Studiosity Symposium 2020

2. Acknowledgement of Country
Joondalup
Mount
Lawley
Bunbury
Perth
Western
Australia
ECU Western Australian Campuses

3. • Edith Cowan University recognises the achievements of
a remarkable Western Australian woman, Edith Dirksey
Cowan.
• Edith Cowan OBE believed that education was
fundamental to tackling the social issues of the day, and
that it was the key to growth, change and improvement.
Her tireless work influenced the course of education in
Australia, paving the way for many people to access
education they could only previously dream of.
• In 1921, Edith Cowan was the first woman elected to an
Australian Parliament. She was also instrumental in
Western Australian women obtaining voting rights and
expanding access to education, and many professions,
to females.
• Edith Cowan’s portrait is in the Western Australian Art
Gallery and also adorns the Australian $50 note.
WHO WAS EDITH COWAN?

5. ECU AT A GLANCE

6. ECU: A values led University
ECU’S VALUES
• Integrity – being ethical, honest and fair
• Respect – considering the opinions and values of others
• Rational inquiry – motivated by evidence and reasoning
• Personal excellence – demonstrating the highest
personal and professional standards

7. Values Partnership
Intentionality Impact
Conceptualising the ecosystem

8. Whole of institution blueprints to focus on student success

9. Student Success: Intentional, strength based, whole of institution approach

10. What is policy for?
‘’equity-oriented scholars use a moral and social
justice argument— either alone or in conjunction
with a pragmatic argument—about the need to
marshal ideas and resources to improve
achievement and outcomes for all and particularly
for underserved students “(Olivia & Nora, 2004
p.117)
ECU policy development process
• Benchmarking widely
• Academic Policy Working Group
design
• Student Guild input and review
• Expert review
• Education Committee
Policy and governance: intentional partnerships
https://www.teqsa.gov.au/latest-news/publications/guidance-note-academic-governance

11. Whole-of-institution approach example: High Fail Units
Action domains for supporting and enhancing student succes
and retention at ECU
Evidence-based
Whole of institution approach
3.3 Adopt an evidence-based approach to the review and enhancement of courses and units
supported through productive partnerships between academic and professional staff.

12. High Fail Unit Program
Sample actions taken
• School-based professional development on
assessment design and moderation;
• Review of Blackboard sites and the design and
implementation of a new Blackboard template
detailing minimum requirements for all units;
• First Year Unit Health Check applied to all first
year units with follow-up actions detailed in
comprehensive reviews;
• Review and redesign of assessment regimes,
including the design of early assessment tasks;
• Learning support embedded in targeted units
around assessment tasks, including in classroom
writing or numeracy activities and additional
learning support sessions;
• Units selected to engage in PASS (Peer Assisted
Study Sessions).

13. Personnel: Intentional internal networks
Network theory applied in an academic environment provides an opportunity to understand
communication pathways where meaning is negotiated. Through these pathways culture is
constructed, maintained and possibly changed (Roxa, T., Martensson, K., Alveteg, M., 2010, p. 101)

14. Structured approach to evaluation
Logic models aim at articulating a particular
social intervention's theory of change, or the
relationship between the intervention's resource
investments, activities, outputs and outcomes
that produces social change (Price, Alkema, &
Frank, 2009).
Systematic data collection:
• Student ID – who used program
(demographic data) + demand overall,
• Unit enrollment
• Student Success (Pass rates)
• Weighted Average Mark (WAM)
• Retention
For all programs we consider:
1. Resources allocated
2. Who used the program?
3. What difference did the program
make?
4. Was it the difference intended?
5. Who benefited?
6. Who is absent?
Evaluating impact
Reported to Education Committee
Our focus currently is on USAGE, CONTINUOUS IMPROVEMENT CORRELATION AND NOT CAUSATION

15. TEQSA found that Edith Cowan University has demonstrated:
• a strong focus on student achievement which includes plans for well-targeted
support appropriate to the varying needs of its students
• a comprehensive policy framework for assuring academic and research quality
and integrity as indicated in the extensive use of benchmarking in the course
review, accreditation and re-accreditation policies and procedures and the use
of external academic input into the University's academic quality reviews which
will provide a strong foundation for achieving positive student outcomes
• strong achievement in the provision of a high quality educational experience,
and increasing strength in research performance.
Our approach acknowledged during our re-registration process

16. Exploring the ecosystem: Learning Support
Insert chosen ecosystem diagram

17. Develop an additional focus on retention
strategies…including peer mentoring
(Action 2.2)
Support students to develop the language
and professional communication skills
necessary for careers in a range of
professions and locations (Action 12.3)
Learning Support: Plan
Normalise the use of key student
support services (Action 3.1)
Adopt an evidence-based approach to
the review and enhancement of
courses and units supported through
partnerships between academic and
professional staff (Action 3.3)
Expand student and peer-led study
assistance programs (Action 4.4)
Embed the development of oral and
written communication in curriculum
(Action 4.5)
In partnership with students…support
and promote students’ use of all core
learning technologies (Action 2.1)
Provide varied opportunities for
diverse students to access learning
technologies and appropriate devices
(Action 2.3)
Expand and coordinate support for off
campus students through online and
expanded-hours services with
dedicated staff (Action 2.4)

18. Assessment Policy and Procedures
The University is committed to assessment practices that enhance students’ global competitiveness
by embedding communication and generic skills within key tasks (4.2 a)
A variety of Assessment Types appropriate to the discipline must be used across a Course,
including Assessment Types that assess written and oral communication (3.6)
Curriculum Design Policy and Procedures
Curriculum Design will be developed in a collaborative environment (4.1), and contextualise and
embed generic skills, including communication, teamwork and self- management, problem-solving
and critical thinking across the course (4.9).
Each course will specify entry and exit standards for English Language Proficiency. All
commencing students will undertake a diagnostic assessment of relevant communication skills in
consultation with the Post-entry Language Assessment (PELA) Adviser
Course Coordinators will designate summative assessment tasks throughout the course which act
as milestones to assure communication skills development, and actively collaborate in the
Learning Support: Policy
interventions for students who are not able to meet these milestones
Academic Teaching Staff will be supported by the Centre for Learning and
Teaching to systematically and explicitly teach and assess communication skills
across the course.

19. Senior
Learning
Advisors
Librarians
Learning
Advisors
PASS
Leaders
Aboriginal
Tuition
Mentoring
Program
Peer
Advisors &
VEEPS
PELA
Advisor
Academic
Integrity
Coordinator
HDR
Advisors
Academic
Integrity
Coordinator
Learning Support: Personnel
Successful students trained to lead Peer
Assisted Study Sessions that support a range
of high-fail units
Successful students trained to provide online,
at-elbow support for navigating the digital
learning environment
Embed communication, and develop and
implement research-informed strategic and
innovative projects that enhance student learning
Referencing advice, and leadership
of Digital Literacies Framework
Conduct workshops, drop-ins and 1:1s on
academic literacies, STEM, and study skills
Successful students trained to field inquiries in
Academic Skills Centres, and provide online
guidance in navigating the digital environment
Orange personnel groups are in CLT
Develops the self-directed academic
learning capabilities of Aboriginal and
Torres Strait Islander students
Oversees and facilitates investigations into
allegations of Academic Breach and
Academic Misconduct
Advice for research students (PhD, PhD–Integrated,
Master by Research and Honours Research) in
workshops and individual consultations

20. Learning Support: Programs

21. SLA Project Plans that detail and map strategic embedding initiatives (example below)
Project: Excel Skills Development
Reason/driver: Feedback from Student Experience Survey 2018
Priority/alignment: Employability
Course and Unit: Master of Project Management (L99) FBL5010
Collaborators: Kate Gree (Data analyst) Dr Manus Projector (Lecturer) Celeste Excel (Library), Carol Jobs (Careers)
Output evidence: (hyperlink to relevant output)
Learning Support: Practice
Reason for Action Current Status Course Title
(Code)
Output Evidence Personal Notes
(state reason for project; link to
evidence/data if available)
(choose from options) Other Month L&T Period Year(choose from options)(if applicable) CLT School Other (link to evidence or describe) January February March April May June July August September October November December
Excel Skills
Development
Feedback from Student Experience Survey
2018
Employability August Semester 2 2019 Planning
phase
Master of
Project
Management
FBL5010 Elizabeth Cook Dr Manus
Projector
(Lecturer)
Miss Celeste
Excel (Library),
Ms Carol
here you would limk First
stakeholder
meeting.
Tasks
due.
Second
Test Delivery Celeste will provide resources to assist with delivery.
Collaboration with School progressing well.
Major Course
Review C33
Review of course and provide
recommendations
Other (write details in
'Other' column)
Required by
governance
August Semester 2 2019 Complete
d
Bachelor of
Science
(Nursing) C33
SLA Maureen
Buckingham and
SLD Rebecca
Scriven
School MCR
Consultative
Committee
members -
Course
Directors,
ADTL, ADS,
U/Cs
SNMLibrarian
Governance rep
Shelly Criddle
Finance reps
Gerard and Ina
Teams Folder SNMMCR -
Provide
information/data for
relevant sections on
learning support and
embedding of
communication skills.
Goes to Education
Committee on 5 Nov
2019
First
meeting
of all
team and
follow up
meetings
re
learning
support/l
earning
design
and
library
Need data on student numbers, retention, progress,
student satifaction, QILT etc
Major Course
Review Y76
Review of course and provide
recommendations
Other (write details in
'Other' column)
Required by
governance
August Semester 2 2019 Complete
d
Bachor of
Science
(Nursing) and
Bachelor of
Science
(Midwifery) Y76
SLA Maureen
Buckingham and
SLD Rebecca
Scriven
School MCR
Consultative
Committee
members -
Course
Directors,
ADTL, ADS,
U/Cs
SNMLibrarian
Governance rep
Shelly Criddle
Finance reps
Gerard and Ina
Teams Folder SNMMCR -
Provide
information/data for
relevant sections on
learning support and
embedding of
communication skills
First
meeting
of all
team and
follow up
meetings
re
learning
support/l
earning
design
and
library
Need data on student numbers, retention, progress,
student satifaction, QILT etc
Personal Planning/Tasks/Actions (optional)Project Title Project Deadline Names of CollaboratorsUnit Code
(if
applicable)
Priority

22. Learning Support: Practice
Quantity Indicators
Focus on areas likely to have the most impact for the student:
Quality Indicators
Guidelines for first 5 minutes, 20 minutes, closing 5 minutes

23. Learning Support: Partners

24. Learning Support: Impact
ECU Retention and Success Report 2019
Support is just one of the many variables
impacting on retention and success
Cannot attribute retention or success to
Learning Support alone

25. Learning Support: Impact
Suite of dashboards available in Tableau
Reports on all programs tabled annually at Education Committee
Question Data
Who engaged and
who is absent?
Engagement rates by Campus, School, Delivery mode, Aboriginal and
Torres Strait Islander, School Leaver (≤19), Youth Age (20–24), Mature
Age (25+), Disability, First in Family, International Onshore (FPON), Non-
English-Speaking Language Background, English-Speaking Language
Background, Low socio-economic status, Commencing, Continuing
Who benefited? Impact on student success measured by comparing % students who
passed and Weighted Average Marks (WAM) of students who engage with
support services versus those who do not.
What difference did
the program make?
Qualitative data describes what each program offers individual students
beyond success, e.g. confidence, reassurance, sense of belonging.
Impact on staff is also important (e.g. fewer queries about assessment).
Was it the difference
intended?
Success and retention are important measures, but there are many
others.
Standard
method, but
partially
measures
student self-
efficacy and not
impact
Qualitative
analysis is
planned for
20/21 to better
understand the
range of
impacts each
program makes

26. Learning Support: Impact (generic sessions)

27. Learning Support: Impact (generic sessions)

28. Studiosity: Impact
During COVID-19, Studiosity is available to all 35,000
students. So uptake is currently 3.2% of eligible students

29. Studiosity: Impact
Success (pass) rates
Cohort Accessed Studiosity
Did not access
Studiosity
Impact
(% difference)
Mature age 90.5% 84.0% 6.5%
Youth age 89.0% 82.7% 6.3%
School leaver 92.5% 79.8% 12.7%
Aboriginal and Torres Strait Islander 91.7% 74.4% 17.3%
International Onshore (FPON) 89.9% 83.6% 6.3%
Disability 80.4% 77.7% 2.7%
First in Family 90.4% 82.4% 8.0%
Non-English-Speaking Language Background 90.6% 81.2% 9.4%
Low socioeconomic status 85.0% 78.7% 6.3%
Table 3: Average success rates by level of use and cohort, 2019

30. PASS: Impact
Semester 1 2019 Semester 2 2019
Distinct
count of
eligible
students
Distinct
count of
PASS
students
% eligible
students
attending
PASS
Distinct
count of
eligible
students
Distinct
count of
PASS
students
% eligible
students
attending
PASS
Aboriginal and Torres Strait Islander 77 6 7.8%
88 7 8.0%
School Leaver (≤19) 1,266 136 10.7%
1,209 144 11.9%
Youth Age (20–24) 1,604 172 10.7%
1,711 216 12.6%
Mature Age (25+) 1,490 256 17.2%
1,645 355 21.6%
Disability 314 56 17.8%
311 56 18.0%
First in Family 2,261 289 12.8%
2,281 340 14.9%
International Onshore (FPON) 328 54 16.5%
480 96 20.0%
Non-English-Speaking Language Background 584 91 15.6%
688 126 18.3%
English-Speaking Language Background 3,778 473 12.5%
3,877 589 15.2%
Commencing 2,768 377 13.6%
2,059 359 17.4%
Continuing 1,606 188 11.7%
2,516 358 14.2%
Table 4: Uptake of PASS by Cohort, Semesters 1 and 2 2019

31. PASS: Impact
Success (pass) rate Impact of PASS
(% difference)Attended PASS Did not attend
Aboriginal and Torres Strait Islander* 55.6% 38.9% 16.7%
School Leaver (≤19) 82.9% 66.6% 16.3%
Youth Age (20–24) 81.0% 61.1% 19.9%
Mature Age (25+) 86.5% 64.3% 22.2%
Disability 75.2% 56.1% 19.1%
First in Family 83.7% 63.2% 20.5%
International Onshore (FPON) 84.3% 62.5% 21.8%
Non-English-Speaking Language Background 78.0% 62.8% 15.2%
English-Speaking Language Background 85.3% 63.9% 21.4%
Commencing 81.9% 61.7% 20.2%
Table 6: Impact of PASS on success rates by Cohort, 2019

32. The ecosystem enabled agility during COVID-19
Strong alignment across layers allowed for:
• quick implementation of new strategic approaches
• strategic responses to issues identified on the
ground
Future of higher education: increasing diversity of
students, offerings, delivery modes, locations
Eco-system must extend in response – increasing
sophistication required
Personalisation at scale:
• ‘journeys’ using Salesforce
• readiness assessments
• unbundling curriculum for micro-credential
pathways
Reflections and next steps

33. To what extent do the ‘layers’ of a
university ecosystem speak to each
other at your institutions?
For discussion

34. Oliva, M., & Nora, A. (2004). College Access and the K-16 Pipeline: Connecting Policy and Practice for Latino Student
Success. Journal of Hispanic Higher Education, 3, 2, April 2004, 117-124 DOI: 10.1177/1538192704263707
Price RM, Alkema GE, Frank JC (2009) California Geriatric Education Center Logic Model: An evaluation and
communication tool. Gerontology & Geriatrics Education 30. 317–331
Roxå, T., Mårtensson, K., & Alveteg, M. (2011). Understanding and influencing teaching and learning cultures at university:
A network approach. Higher Education, 62, 99-111. doi:10.1007/s10734-010-9368-9
References