ORCID Profile
0000-0003-3018-6064
Current Organisations
Student Success Journal
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Queensland University of Technology
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Publisher: Queensland University of Technology
Date: 28-02-2022
DOI: 10.5204/SSJ.2302
Abstract: In 2022 we are still dealing with the impact of COVID-19 across the tertiary education sector and the themes and topics of submissions the Journal has been receiving recently, is indicative of the challenges being faced by staff and students. We recognise the disruption and increased workload demands on academic and professional staff in these times of unprecedented change and we acknowledge and thank all our reviewers for their ongoing dedication to supporting the Journal. Student Success currently has a pool of more than 100 reviewers, some of which have been reviewing for the Journal for more than a decade. All reviewers are experts in their disciplinary fields and importantly, have a profound understanding of the student experience in higher education. Student Success would not be the Journal it is without them. Thank you!
Publisher: Queensland University of Technology
Date: 13-07-2023
DOI: 10.5204/SSJ.3017
Abstract: In 2023 the STARS Conference was run in conjunction with the Australian Mental Health in Higher Education Collaboration (AMHHEC). As always, the Conference provided us with opportunities to learn together and share our erse expertise, experiences and knowledge – all grounded and guided by our collective commitment to, and passion for, enhancing the student experience and student learning success. This special issue brings together the accepted peer-reviewed articles and a selected practice report from the 2023 STARS Conference. We are also pleased to include a feature article from Vincent Tinto. Over three days (3-5 July) the STARS Conference community heard from two keynote speakers and one plenary panel on student and staff wellbeing, participated in 75 concurrent presentations (Emerging Initiatives and Good Practice Reports) and enjoyed the always popular poster sessions.
Publisher: Queensland University of Technology
Date: 06-2021
DOI: 10.5204/IJCJSD.1941
Abstract: In the article The Importance of Incorporating Lived Experience in Efforts to Reduce Australian Reincarceration Rates by Caroline Doyle, Karen Gardner and Karen Wells (The International Journal of Crime, Justice and Social Democracy. Advance online publication. 0.5204/ijcjsd.1666) published on February 17, 2021, some text in the literature review was unintentionally missing attribution. This corrected version of the article can be found at 0.5204/ijcjsd.1942
Publisher: Queensland University of Technology
Date: 07-03-2023
DOI: 10.5204/SSJ.2860
Abstract: Issue 1 of Volume 14 is published at an exciting and challenging time for education. The availability of generative artificial intelligence (AI) tools is causing disruption across sectors. Responses range from complete bans in some compulsory education and tertiary institutions, to putting in place creative ways to deploy these new technologies as productive learning and work tools. The concerns about the risks to integrity of assessment and reputational risks to institutions and sectors are valid and also require close attention. In a short time, a lot of advice has been offered and forums discussing approaches to integrating generative AI into work as well as assessment practices abound. The Student Success team has been watching these developments with great interest. We believe these tools have utility for both learning practice and helping build students’ capacity to succeed. We look forward to receiving evidence-based submissions on this important topic for future issues. In this general issue we present a broad spectrum of articles and practice reports on student engagement, this time with authors from Australia, South Africa, Canada and the US.
Publisher: Queensland University of Technology
Date: 26-03-2017
DOI: 10.5204/SSJ.V8I1.372
Abstract: Welcome to the first issue of Student Success for 2017. Following the tradition initiated in Volume 7, this editorial has two parts: The first part continues our objective of creating awareness of good practice in scholarly publishing in an Open Access (OA) forum. Future editorials will briefly discuss other aspects and issues pertaining to the evolving scholarly publishing landscape that this journal adheres to, such as: Creative Commons Licencing Considerations of new peer review models and importantly Measuring research impact in OA publishing. The second part presents the usual editorial summary of the content of this issue.
Publisher: Queensland University of Technology
Date: 28-08-2013
Publisher: Queensland University of Technology
Date: 24-06-2017
DOI: 10.5204/SSJ.V8I2.375
Abstract: This issue is our third Students, Transitions, Achievement, Retention and Success (STARS) Conference special issue held in July this year in Adelaide, Australia. As is customary, this issue of the journal publishes the top research papers selected via a peer review process and the top Emerging Initiatives selected by the Conference Committee. We are delighted to feature in this special issue —Reflections on Student Persistence—prepared by Advisory Board member Professor Vincent Tinto, Distinguished University Professor Emeritus at Syracuse University, USA. Vincent is a long-time friend and supporter of STARS and its predecessor FYHE Conferences and Journal. In his article, Vincent explores the case for motivation to be considered as a significant aspect of the tertiary student psyche by drawing on theoretical frameworks, research and practical experiences related to the issue.
Publisher: Queensland University of Technology
Date: 06-07-2022
DOI: 10.5204/SSJ.2429
Abstract: This special issue brings together a selection of articles and practice reports from the 2022 STARS Conference. The focus of STARS is expressed by broad guiding themes: Students, Transitions, Achievement, Retention, and Success. These themes provide the conceptual framework for this annual discourse and guide analysis of tertiary curriculum, programs, practices and culture. The themes are at the centre of considerations about how institutions are creating environments that enable students, in all their ersity, to realise their potential through post-secondary education.
Publisher: Queensland University of Technology
Date: 10-03-2019
Abstract: Welcome to the first issue for 2019. In previous editorials we have stressed the role of the Journal as continuing the dissemination of current research and innovative good practice about students’ tertiary learning experiences, which are supported by evidence. As well we have highlighted the international scope of the Journal and encouraged submissions from outside of Australia. It is pleasing that in our tenth volume we present a large number of international submissions, particularly as practice reports, which offer transferrable themes and principles of practice that can be utilised more broadly.
Publisher: Queensland University of Technology
Date: 03-08-2021
DOI: 10.5204/SSJ.2059
Abstract: After a COVID-induced postponement of the annual STARS Conference in 2020, the event bounced back, albeit virtually, in 2021. Over five days (5-9 July) the STARS community heard from four keynote speakers, participated in 65 concurrent presentations (Emerging Initiatives and Good Practice Reports) and enjoyed live poster sessions - all allowing online interaction between authors and delegates. The conclusion of the Conference saw a student panel of five students (see Feature) answer questions from the STARS community.
Publisher: Queensland University of Technology
Date: 25-03-2018
DOI: 10.5204/SSJ.V9I2.439
Abstract: Welcome to our second issue for 2018. In February we opened the year with the publication of Volume 9(1), a special issue dedicated to the top papers from the 6th Biennial National Association of Enabling Educators of Australia (NAEEA) Conference which was hosted by Southern Cross University at the Gold Coast, Australia in December 2017. Shortly after this Conference, the Australian Government announced that undergraduate funding was to be capped at 2017 levels, effectively stopping the demand driven funding system for high education in Australia. With that backdrop Volume 9(1) was a timely opportunity to consider the impact of disruption, and as perceptions of the value of higher education are challenged, to reiterate the value of supporting access and equity to higher education institutions.
Publisher: Queensland University of Technology
Date: 19-04-2023
DOI: 10.5204/IJCJSD.2923
Abstract: In the book review Decolonising Criminology: Imagining Justice in a Postcolonial World by Harry Blagg and Thalia Anthony reviewed by Robyn Oxley (The International Journal of Crime, Justice and Social Democracy 9(3) 0.5204/ijcjsd.v9i3.1618 ) published on August 5, 2020, one sentence is changed to correct an error in the number of scholars cited. This corrected version of the article can be found at 0.5204/ijcjsd.2933
Publisher: Queensland University of Technology
Date: 24-07-2016
DOI: 10.5204/SSJ.V7I2.335
Abstract: The continuing interest and commitment to improving the student experience in the tertiary sector was reflected in yet another successful Students, Transitions, Achievement, Retention and Success (STARS) Conference recently held in Perth, Western Australia (June 29-July 2, 2016). As is customary, this issue of the journal publishes the top research papers selected via a peer review process and the top Emerging Initiatives selected by the Conference Committee. As well, a Good Practice Report was selected for this issue. The Invited Feature in this issue republishes an article from Professor Sally Kift, President of the Australian Learning and Teaching Fellows (and one of the Editors of Student Success). The statement draws on and is representative of the national reaction to the closure of the OLT, highlighting the substantial role it has played in developing and disseminating innovation and good practice in tertiary teaching and learning.
Publisher: Queensland University of Technology
Date: 02-03-2016
DOI: 10.5204/SSJ.V7I1.330
Abstract: Welcome to Volume 7 of Student Success. This editorial has two parts: The first part maintains the “doing things differently” tradition, making readers aware by chronicling the publishing of the journal in an open access (OA) forum. Future editorials will briefly discuss other aspects and issues pertaining to the new scholarly publishing landscape that this journal adheres to, such as: Creative Commons Licencing ORCID IDs considerations of new peer review models and importantly measuring research impact in OA publishing. The second part presents the usual editorial summary of the content of this issue.
Publisher: Queensland University of Technology
Date: 15-03-2021
DOI: 10.5204/SSJ.1900
Abstract: Welcome to 2021. Despite the impact of COVID-19 across the tertiary education sector in 2020 (and continuing), we are pleased to be able to bring you our general issue for the year intact and without interruption. We are also reassured that our article submission rate remains constant despite the recent global disruption. The editorial team recognise that there has never been a more important time to share and disseminate current teaching and learning research. Authors are encouraged to submit research on practice that clearly identifies elements transferable to other domains and detail how a specific initiative contributes to the broader knowledge base. In this new COVID- normal learning environment, sharing learning and teaching initiatives in an open access forum has never been more valuable.
Publisher: Queensland University of Technology
Date: 11-2020
DOI: 10.5204/SSJ.1746
Abstract: This issue is being published during a time of massive disruption and change associated with the COVID-19 pandemic. A situation which has been further complicated by rapid changes in higher education public policy, funding and regulation in Australia and elsewhere. Despite all these challenges, our friends and colleagues and higher education practitioners across the world have been responsive and innovative in the face of restrictive conditions, have focused on what they can and will learn from these strange times and have continued to share expertise and experiences, and importantly have never lost sight of what really matters – our students and their success. We salute each and every one of you.
Publisher: Queensland University of Technology
Date: 16-04-2013
Publisher: Queensland University of Technology
Date: 06-03-2014
Publisher: Queensland University of Technology
Date: 09-08-2019
Abstract: We were pleased to hold the 2019 Students, Transitions, Achievement, Retention and Success (STARS) Conference in Melbourne, Australia as a celebration of the fifth anniversary of one of Australasia’s most welcoming and collegial academic communities of practice. This year’s Conference confirmed that STARS is now firmly established as a collaborative and inclusive annual event for tertiary educators and leaders. Delegates —a mix of professional, academic and administrative practitioners and leaders—attended and participated in a range of presentations and activities which included, refereed papers, Good Practice Reports and Emerging Initiatives, along with Poster presentations and the STARS Network meetings.
Publisher: Queensland University of Technology
Date: 07-03-2015
Publisher: Queensland University of Technology
Date: 07-03-2015
Publisher: Queensland University of Technology
Date: 08-08-2015
DOI: 10.5204/SSJ.V6I2.300
Abstract: Welcome to the newly titled Student Success: A journal exploring the experiences of students in tertiary education
Publisher: Informa UK Limited
Date: 08-10-2015
Publisher: Queensland University of Technology
Date: 24-07-2014
Publisher: Informa UK Limited
Date: 04-2010
Publisher: Queensland University of Technology
Date: 17-07-2018
DOI: 10.5204/SSJ.V9I3.462
Abstract: This issue is our fourth Students, Transitions, Achievement, Retention and Success (STARS) Conference special issue (July 8-11 July, Auckland, New Zealand). As is customary, this issue of the Journal publishes the top research papers selected via a peer review process and the top Emerging Initiatives selected by the Conference Committee and Journal Editorial team. This year STARS announced two new STARS Fellows: Dr Linda Leach and Associate Professor Nick Zepke, who recently retired from full-time academic life at Massey University, New Zealand. Their scholarly contributions to higher education and their prolific work on student assessment, success and retention and student engagement represents a lifetime of active research and publishing and their vast body of work has contributed greatly to our understandings of the student experience. We are extremely pleased to publish their article A critical reflection on a research partnership as the Invited Feature in this issue.
No related grants have been discovered for Tracy Creagh.