Tertiary student connectedness : Intervention influence on student connectedness as measured in health and academic behaviours of regional tertiary students

At a time when university student diversity is heightened and when national government regulations have shifted their quality focus from support improvements to student achievement, little is known about the mechanism of the latter. University efforts to support quality, caring interactions between students and staff, known as connectedness, are currently favoured, and this thesis examines connectedness, mood, emotional well-being and academic behaviours of commencing students at a regional Australian university. This is done through the lens of a first semester intervention, known as Tertiary Learning Communities (TLC). Drawing on existing connectedness research, across both school and university settings and guided by a whole-school framework, details of the establishment of a suitable working party, the development of survey, pilot and intervention activities, and monitoring the ability of a cross-campus intervention to influence student connectedness and behaviour markers, are highlighted to advance further understanding of the mechanics of connectedness in a university setting. The developed survey, which collected data from undergraduate students early in their first semester, effectively captured perceptions of connectedness across a broad range of sources in addition to their mood, emotional well-being and academic student behaviours. Paired sample-tests assessed connectedness changes, and chi square analysis assessed behaviour changes when comparing the experimental and control groups on two occasions. A single intervention aligned to a first year core unit to support academic and social interactions, was shown to be ineffective in enhancing student connectedness during the semester of the intervention or the semester following the intervention. However, the level of connectedness decreases measured across ‘personal’, ‘other students’ and ‘lecturers’ were indeed significant, as was the finding that connectedness decreases for intervention participants exceeded the decreases of the control group. Furthermore, mood and emotional well-being challenges and the slow emergence of academic behaviours were also revealed. These findings provided support for future inclusive student support initiatives, maintained the involvement of working party members and extended support beyond the first semester to across first year.Doctor of Philosoph