Retaining students who 'did not participate': Two case studies and lessons for universities
This paper investigated fulltime, continuing students who gained 'did not participate' grades in all four of their semester units. The thesis was that such student failures could be a consequence of institutional learning environments, relating in particular to university policies and procedures that might discriminate insufficiently in their scope or application. As regards methodology, a quantitative analysis (Failure percentage, High Distinction percentage, Group Learning Attainment, and...[Show more]
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