Publication Date

2010

Comments

Dr Petra Lietz provided analysis and text for this report.

Abstract

The 2009 Australasian Survey of Student Engagement (AUSSE) involved over 30,000 students from 35 higher education institutions. AUSSE reports on the time and effort students devote to educationally purposeful activities and on students' perceptions of other aspects of their university experience including interactions with university staff. The research shows that the contact students have with staff are among the strongest influences on positive learning outcomes. When students have the opportunity to speak with their teachers about their performance, their grades, or ideas from their classes, particularly outside of the classroom, and engage with their teachers on an individual level, students tend to be more engaged with learning.

AUSSE 2009 reveals that:

  • A small, but still significant proportion of students (12.5 per cent of first year and 9.8 per cent of third year students) say they „never‟ receive timely feedback on their academic performance from their teachers.
  • Many Australasian students do not ever discuss their grades (32 per cent), ideas from classes (46.7 per cent) or career plans (52.6 per cent) with their teachers.
  • Being supported by teaching staff plays a dramatic role in keeping students involved, particularly in first year, and in the quality of education.
  • A very large proportion of students (more than 70 per cent) have „never‟ worked with teaching staff outside of coursework requirements.

The Australasian Survey of Student Engagement (AUSSE) provides data that Australian and New Zealand higher education institutions can use to attract, engage, retain and graduate students. It reports on the time and effort students devote to educationally purposeful activities and on students’ perceptions of other aspects of their university experience. This report provides an in-depth exploration of the differences in students’ engagement for students in various equity groups – students from low socioeconomic backgrounds, those who are the first-in-family to attend university, and Indigenous students among others. The findings generally affirm that students from low socioeconomic backgrounds, from regional and remote areas, and who identify as being of Indigenous origin or descent perform educationally at comparable levels to others.

The AUSSE is a collaboration between ACER and participating universities. Around 45 institutions are participating in 2010.

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