Universities And Failing Students: A Conflict Of Interest?

University students failing their courses is a common occurrence, and while universities don't want students to fail, some professors may be inclined to fail students who don't meet course requirements. A study of over 9,000 students at an Australian university found that between 23% and 52% of students in four major study areas failed at least one unit of their degree. Failure can be attributed to various factors, including personal, life circumstances, and institutional factors. While some students may feel that their professors are intentionally making it difficult for them to pass, it is essential to understand that universities have support systems in place to help failing students. These support systems aim to help students improve their study habits, navigate the academic system, and develop social networks to enhance their chances of success.

Professors do not want students to fail, but they will if it's deserved

Professors do not want students to fail. However, they will fail students if it is deserved.

The idea that professors want to see their students fail is a common misconception. In reality, professors are passionate about teaching and want their students to succeed. They are invested in their students' success and will often go out of their way to help those who are struggling. Most universities have systems in place to identify and support at-risk students, and professors play a key role in this process. They may offer extra help, resources, or advice to ensure their students have the best chance of passing.

However, it is important to remember that professors are also responsible for upholding academic standards. If a student is not meeting the requirements of the course, the professor will fail them. This is not done out of malice or a desire to see the student struggle; instead, it is a reflection of the student's performance. Professors take their jobs seriously and want to ensure that students who pass their courses have truly earned their grades. Giving a passing grade to a student who doesn't deserve it could have serious consequences for their future career. For example, a student who barely passes an engineering degree without truly mastering the material may make dangerous mistakes in their future job.

While professors are generally supportive and want to see their students succeed, there may be rare cases where individual professors take pleasure in failing students. Some professors may artificially inflate the difficulty of their courses or be unnecessarily strict with grading. This can be frustrating for students, especially when it feels like the professor is not teaching the material effectively. In these cases, it is important for students to utilise the resources available to them, such as seeking help from other professors or university support services.

Ultimately, professors do not want their students to fail, but they will fail students who do not meet the standards of the course. It is important for students to take responsibility for their learning and seek help when needed. By doing so, they can improve their chances of success and avoid the negative consequences of failure.

Students who receive targeted help from their university halve their failure rate

The study found that students who received targeted help from their university were able to significantly improve their performance and halve their failure rate. This was attributed to the comprehensive support system in place at Swinburne University, which includes highly trained academic development advisors (ADAs) who provide individual and group support to at-risk students.

The ADAs work with students to identify the reasons for their unit failure and help them develop strategies to improve their performance. They also facilitate a peer support program called "Back on Track", which aims to change behaviour, develop new study habits, and build a personal support network for students.

The outcomes of the Back on Track program have been impressive, with participants in the second semester of 2019 almost halving their fail rate from the first semester. Some students did not fail any units, and almost half of the cohort reduced their study load to improve their pass rates.

The researchers also emphasised the importance of students learning to help themselves and adapting their behaviour after academic failure. However, they found that many students, especially international and online students, struggled to do so. These students often faced additional challenges such as exam anxiety, workload management, and time management issues.

The study concluded that universities play a crucial role in supporting students who fail and that targeted interventions can significantly improve student outcomes. Additionally, normalising help-seeking behaviours and promoting peer support options can further enhance student success.

University Support for Failing Students

While universities may not want students to fail, it is important to acknowledge that student failure is a common occurrence. Universities have a responsibility to provide support and resources to help students who are struggling. This includes offering academic advising, mental health services, and other forms of assistance to address the various factors contributing to student failure.

Universities can implement early identification systems to recognise students at risk of failing and provide them with the necessary support. This may involve academic probation or suspension, followed by targeted interventions to improve their performance. Additionally, universities can offer resources such as study support services, learning centres, and mental health services to help students address their specific challenges.

By providing a combination of targeted help, practical suggestions, and emotional support, universities can play a crucial role in helping students who are failing to get back on track and successfully complete their studies.

Students who fail are often deeply disappointed and distressed, but many do nothing about it

Students who fail may not know how to help themselves or where to go for help. They may struggle with exam anxiety and exam situations, workload and time management, or other underlying issues such as financial struggles, disability, or care or work responsibilities.

Universities can play a crucial role in helping failing students get back on track. They can start by reaching out to students at the point of failure through direct contact, email, or phone, with sensitivity and humanity. Universities can offer positive suggestions and help students mobilise their own resilience strategies, gain perspective, address health issues, and seek social and academic support.

Additionally, universities can normalise help-seeking and promote peer support options by opening up discussions around failure and providing apps or other resources to help students manage their emotions.

While it is important for students to take initiative and adapt their behaviour following academic failure, universities should also provide practical support and resources to help students succeed.

Students who fail one subject are four times more likely to drop out of their course

Failing a subject is not something students want to think about when they start university, but it is a common occurrence. A study by Deakin University found that up to 52% of students in education, civil engineering, nursing, and commerce failed at least one unit during their degree. Another study by Swinburne University of Technology found that 40% of students failed at least one unit, and these students were four times more likely to drop out.

Students who fail a subject often experience a combination of factors that contribute to their inability to cope with their study load. These factors include heavy work burdens outside university, physical or mental health problems, financial strain, family responsibilities, poor curriculum or assessment design, lack of support from teaching staff, and inflexible university rules.

When students fail a subject, it is important for them to reflect on the reasons for their failure and come up with strategies to improve their performance in the following semester. They may need to improve their study techniques, adjust their study load, or change their course plan. Failing a subject can also have implications for their academic progress, as it may extend the duration of their course and affect their ability to meet the academic progress requirements.

While students who fail a subject may feel shocked and disappointed, it is important for them to seek help and support. Universities have a responsibility to assist students who have failed, and there are often institutional support services and course advisors available. Additionally, universities can help by destigmatizing failure and normalizing help-seeking behaviours.

Overall, while universities do not want students to fail, it is important to recognize that failure is a common occurrence and there are resources and support systems in place to help students get back on track.

Universities can help students by de-stigmatising failure and normalising help-seeking

University students failing their courses is a common issue. A study conducted at an Australian university found that between 23% and 52% of students in four major study areas – education, civil engineering, nursing, and commerce – failed at least one unit of their degree. Another study at an American university found that 40% of students failed at least one unit, and these students were four times more likely to drop out.

While failure is not desirable, universities can help students by de-stigmatising failure and normalising help-seeking. Firstly, universities can provide targeted support to students who are at risk of failing or have already failed. This may include academic development advisers (ADAs) who work with students individually to address the reasons for their failure and develop strategies to improve. Additionally, universities can offer peer support programs to help students build a network and develop new study habits.

To de-stigmatise failure, universities can start by acknowledging that failure is a common and normal part of the learning process. They can share stories and accounts from successful alumni about their experiences of failure and how they persevered. By doing so, universities can send the message that failure is not a permanent setback but rather a step towards success.

Furthermore, universities can normalise help-seeking behaviours by ensuring that support services are easily accessible and widely publicised. This may include tutoring, counselling, mentoring, and technology services. Faculty and instructors play a crucial role in normalising help-seeking by frequently referring to these services during class and providing clear pathways for students to access them. For example, instructors can invite representatives from support offices to speak directly to students or incorporate institutional support services into course activities.

By de-stigmatising failure and normalising help-seeking, universities can empower students to take ownership of their learning and improve their academic outcomes. It is important for universities to create a supportive and non-judgmental environment that encourages students to seek assistance when needed without fear or shame.

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