Using a Capability Maturity Model to build on the generational approach to student engagement practices
Nelson, Karen J., Clarke, John A., Stoodley, Ian D., & Creagh, Tracy A. (2015) Using a Capability Maturity Model to build on the generational approach to student engagement practices. Higher Education Research and Development, 34(2), pp. 351-367.
The generational approach to conceptualising first year student learning behaviour has made a useful contribution to understanding student engagement. It has an explicit focus on student behaviour and we suggest that a capability maturity model interpretation may provide a complementary extension of that understanding as it builds on the generational approach by allowing an assessment of institutional capability to initiate, plan, manage, evaluate and review institutional student engagement practices. The development of a Student Engagement, Success and Retention Maturity Model (SESR-MM) is discussed along with its application in an Australian higher education institution. In this case study, the model identified first, second and third generation approaches and in addition achieved a ‘complementary extension’ of the generational approach, building on it by identifying additional practices not normally considered within the generational concept and indicating the capability of the institution to provide and implement the practices.
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