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• W2127666158 abstract "The paper reports on the findings of a funded research project which investigated factors related to academic success and failure in a Faculty of Arts. The project initially aimed to explore failure which resulted when students remained enrolled but submitted no items for assessment. The initial aim was to investigate whether the problem resided essentially in characteristics of non-completing students, or whether there were institutional factors associated with courses which facilitated failure. However, the wealth of data made available to the researchers also permitted the analysis of factors related to academic success. The paper discusses the student characteristics which were found to be clearly related to academic success and failure – including gender, university entry score, and mode of enrolment. The paper also explores implications of the findings for “mass” higher education. It concludes that a profitable approach to research on student success and failure might be to investigate the strategies which students develop to effectively cope (or not cope) with competing life demands. Background Initially, this study was undertaken to explore a particular type of academic failure in the Faculty of Arts at a large commuter university. It had been noted that a proportion of students recorded grades of FNS – that is, these students enrolled in a course but submitted no work for assessment and hence failed. A particular aim of the project was to investigate whether the problem resided essentially in personal characteristics of noncompleting students, or whether there were institutional factors associated with courses or programs that facilitated failure, or a combination of both. The project soon broadened to incorporate other forms of academic failure because early analyses suggested that differing demographic and course factors might be associated with different types of failure. In addition to FNS, factors associated with the grades F (“normal” failure) and WF (failure resulting from late course withdrawal) were also explored. It was apparent that these combinations of fail grades at times could swell the proportion of students failing in courses to serious levels (20%-25%). The wealth of data made available to the researchers also meant that factors related to academic success could be explored and we report briefly on those findings in the paper. Nevertheless, academic failure has remained the focus of the project. Actually, it is difficult to identify a body of extant research that deals principally with student failure in university settings. It is as if the topic is something of an embarrassment for institutions – and so a mainstream focus of scholarly attention has not developed. This despite the ubiquity of failure, as Peelo (2002, p.7) has noted; While ‘failing’ or ‘failure’ is part of everyday experience in universities, it hardly seems to matter in the education literature. There have been few attempts to understand ‘failing’ as an ever-present phenomenon in higher education." @default.
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• W2127666158 title "Academic success and failure: Student characteristics and broader implications for research in higher education." @default.
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