DescriptionStudent Success: A journal exploring the experiences of students in tertiary education
The Student Success Journal is an international, open-access, peer-reviewed, scholarly publication exploring the experiences of students in tertiary education. The Journal provides the opportunity to disseminate current research and innovative good practice about students’ tertiary learning experiences, which are supported by evidence.
Researchers, tertiary and university teachers and educators and professional staff who are advancing student learning, success and retention are encouraged to submit.
The Journal themes align with the STARS ethos (Students, Transitions, Achievement, Retention and Success):
Students – Who are they? What are their needs? What works for different cohorts? Strategies for broader social inclusion and increasing participation in tertiary education; participation of first nation peoples
Transitions – Pathways to tertiary education, transitions into (the first year experience), during (work integrated learning) and from tertiary education, including graduate employability and capstone experiences
Achievement – Strategies promoting student achievement including curricular and co-curricular reform, employability, gamification and simulation enhanced learning
Retention – Program, discipline, whole of institution, inter-institutional and sector collaborations designed to improve student retention, threshold skills and concepts
Success – Student engagement, technology enhanced learning, understanding students expectations and realities, psychological wellbeing, application of learning analytics
Student Success publishes three issues per year with one issue linked to the STARS Conference.
There will be three types of submissions in the journal: scholarly papers, practice-based innovations and 'features' which may include interviews or invited papers with key scholars and practitioners.
Additional informationProfessor Rachael Field is Editor of the Student Success Journal overseeing all aspects of the editorial process with a specific focus on a review of the Practice Reports and Emerging Initiatives.
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