The First Year Experience in Australian Universities: Findings from a decade of National Studies

By Kerri-Lee D. Krause, R. Hartley, R. James, C. J. McInnis. 2005

644 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9c65fe2b371ccd5bbe8ba11dac34476ce5581467

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. D. Carless
2. Min Yang
3. Ken Hyland
4. David Boud
5. K. Matthews
6. Velda McCune
7. Ralph Hall
8. V. Andrews

Citations in the corpus

• Beyond the first‐year experience: the impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities (2011, background): “Implicit assumptions of such commonality also underlie many of the national and multi-institution studies that have been used to inform retention practices (e.g. Coates 2007, 2008; Krause et al. 2005; Long, Ferrier, and Heagney 2006; Queensland Studies Authority 2004).”
• Student engagement evidence summary (2010, background): “…for successful engagement (Crossan et al., 2003; Gallacher et al., 2002; Jackson, 2003; Kuh et al., 2005; Krause and Coates, 2008) and developing a sense of belonging to the university community (Zhao and Kuh, 2004; Pascarella and Terenzini, 2005; Krause, 2005, 2006; Krause et al., 2005) .”
• Students’ engagement in first‐year university (2008, unknown): “The 2004 study (Krause et al., 2005) built on the tradition set by the early studies, although the sample of institutions was enlarged to enhance its representativeness at the national level.”
• Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “Although the research suggests that students should devote at least two hours of private study for each hour of formal class work (Kuh, 2003), recent evidence in Australia (Krause et al., 2005) indicates that contemporary students fall far short of this ideal.”
• Assessing the Effectiveness of a College Freshman Seminar Using Propensity Score Adjustments (2011, background): “To assist students with their adjustment to higher-education environments, university faculty and staff began to mentor students and teach them performanceenhancing material ( Krause et al. 2005; McInnis 2001).”
• Exploring individual differences as determining factors in student academic achievement in higher education (2012, background): “(2005) present an extensive report examining changes in attitudes and experiences of first year students over a ten year period, which provides a particularly valuable illustrative profile of mature students who, as a group, are satisfied, more positive in terms of the university having met their e”
• Student perceptions of hidden messages in teacher written feedback (2013, background): “The full extent of student dissatisfaction is revealed in student surveys in the UK, Australia and Hong Kong (e.g. Krause et al, 2005; Carless, 2006).”
• ‘It’s almost a mindset that teachers need to change’: first‐year students’ need to be inducted into time management (2010, background): “It is widely acknowledged that the students’ experiences during their first year in higher education are of enormous importance for students’ commitment to return for the second year and completing their degree (Krause et al. 2005; Pascarella and Terenzini 2005; Upcraft, Gardner, and Barefoot 2005; ”
• ‘Student experience’ surveys: some methodological considerations and an empirical investigation (2009, background): “In the early version of the CEQ which was piloted as a performance indicator for higher education in Australia (Ramsden 1991) there was a markedly uneven distribution of negative items amongst the factors.”
• Student perceptions of quality feedback in teacher education (2011, background): “This is a study of 465 graduate students and 101 undergraduate students studying teacher education at a major Australian university.”
• Serious thoughts about dropping out in first year: Trends, patterns and implications for higher education (2005, unknown): “Students who spend less than the average time on study (i.e., less than 11 hours per week, see Krause et al., 2005, p.34) are more likely to consider dropping out than their peers who admit to studying more than average, and on weekends when needed.”