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    “Should I stay or should I go?” : first semester students’ experiences in a tertiary institution in New Zealand

    Malcolm, Janet

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    Janet Malcolm_2013-08-06.pdf (1.900Mb)
    Date
    2013
    Citation:
    Malcolm, J. (2013). ‘Should I stay or should I go?’  : first semester students’ experiences in a tertiary institution in New Zealand. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Education). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/2314
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2314
    Abstract
    “Should I stay or should I go”, a song by The Clash (1982) sums up the dilemma some students face when they begin their journey in tertiary study. This research explores the experiences of a group of students from one cohort in their first semester of a Bachelor Degree programme for early childhood education. In particular it examines what enabled the students to be successful, what barriers they faced and what motivated them to keep going. This qualitative single case study utilised a range of data collecting tools. The methods used were a questionnaire for students; a student focus group and an academic staff focus group. Each data method was analysed, coded thematically and reported separately before being discussed in themes. The findings of this research reveal that the participants experienced some challenges that were predominately external to the institution. What kept them in the programme was the significant level of support received from their Academic Advisor; the academic staff, their peers, the cohort system and their families. The students’ motivation to stay was primarily intrinsic in nature. Their positive attitude towards their studies and pride in their progress enabled them to keep going. The main barriers identified by the students were related to personal circumstances and were often a combination of factors rather than one single factor. However, there were also a number of institutional barriers identified. These were the perceived differences between the satellite campus and the main campus regarding the levels of support; joining an existing cohort of students; and the differences between the student’s cultural capital and the cultural capital the institution trades in. Amongst the implications for this research is that support is critical to retention and success. Therefore it is recommended that this institute conducts a feasibility study to investigate the cost of providing this level of support against the cost of attrition and a centralised support system. Pastoral care plays an important role in retention and success. An indication from this research is that first year students need lecturers who are pastorally minded and are culturally responsive to their needs. Another recommendation is that professional development be provided for staff regarding supporting students with serious personal issues. This research has also shown that there is a need to address the issues students face when they cross-credit into the programme from another institution, specifically in relation to the induction process.
    Keywords:
    ECE students, early childhood education students, tertiary student support services, tertiary student pastoral care, professional development for support services staff
    ANZSRC Field of Research:
    130305 Educational Counselling
    Degree:
    Master of Education
    Supervisors:
    Miller, Melanie; Clark, Beverley; Piggot-Irvine, Eileen
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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