Lana Oconnell
It is often debated whether universities want their students to fail. While some students feel that professors take pride in low pass rates, many universities have procedures in place to support students who fail multiple units in a semester or fail the same unit multiple times. Universities can help students by de-stigmatising failure, normalising help-seeking, and promoting peer support options. They can also provide academic support and advice to improve study habits and navigate the system. While some universities offer comprehensive support, others may need to improve their processes to help students at risk of failure. Ultimately, the question is not whether universities want students to fail but rather how they can effectively support those who do and create an environment where students feel safe to take risks and learn from their failures.
| Characteristics | Values |
|---|---|
| Students feel that professors want them to fail | High failure rates in some courses |
| Failure can be a positive learning tool | Students who receive targeted help from their university halve their failure rate |
| Universities differ in how much practical assistance they give students | Students who fail multiple units in a semester or the same unit multiple times are ordinarily offered a plan to support them |
| Supporting students after academic failure is resource-intensive | Universities have robust processes for dealing with poor academic progress |
| Failure can help students develop deeper problem-solving skills | Students must adapt their behaviour following academic failure |
| Failure can be a safe way to learn | Universities can help students by de-stigmatising failure at an institutional level |
| Failure can be redeemed | Failure can be due to heavy work burdens outside university, physical or mental health problems, and financial strain |
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What You'll Learn
Students who fail are more likely to drop out
Failing at university is a common occurrence, with a large proportion of students failing units of study. While some students do nothing about it, others are four times more likely to drop out after failing one subject. Universities have procedures in place to identify students who are failing multiple units or the same unit multiple times, and will usually develop a plan to support these students and improve their performance. However, the level of practical assistance offered by universities varies.
Swinburne University of Technology, for example, has a comprehensive process that includes highly trained academic development advisers (ADAs) who work individually with students to identify the reasons for their failure and create a plan to address these challenges. The ADAs also run a peer support program called Back on Track. Other universities may offer advice to attend a language and learning skills centre, seek mental well-being support, or reduce the student's study load.
Some universities are trying to de-stigmatise failure and normalise help-seeking by opening up discussions around failure and sharing accounts of successful alumni who have experienced failure. They may also provide apps to help students manage their emotions. These interventions can help students improve their study habits, develop social networks, and adapt their study pathways.
While failure can be a positive learning tool that unleashes deeper problem-solving skills and fosters persistence, it can also be daunting and humiliating, especially when it occurs on a large scale. Fear of failure can lead to a fear of trying anything new or risky, which can hinder a student's potential. Therefore, it is important for universities to create an environment where students feel safe to take chances and fail without completely self-destructing.
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Some professors take pride in low pass rates
Failing a subject is not solely the student's fault, and universities can and should help. A large proportion of students fail units of study, and about a third of them do nothing about it. However, students who receive targeted help from their university halve their failure rate on average. Universities differ in how much practical assistance they give students to recover from failure and complete their courses.
While some professors may seem to want their students to fail, universities have robust processes for dealing with poor academic progress. Offering support is essential, but students must also adapt their behaviour following academic failure. At Swinburne University of Technology, highly trained academic development advisers (ADAs) work with about 2,000 students a year. These students are asked to attend one-on-one sessions to work through the reasons that led to unit failure and discuss how they will respond to these challenges. They can see the ADA multiple times. The ADAs also run a facilitated peer support program called Back on Track over the semester.
Some universities have started to destigmatize failure at an institutional level. They are normalizing help-seeking and promoting peer support options. For example, some US universities are opening up discussions around what it means to fail, featuring accounts from successful alumni about their experiences with failure.
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Failure can be a positive learning tool
Failing at university is a common occurrence, with a large proportion of students failing units of study. While some students do nothing about it, others are four times more likely to drop out after failing. Universities have procedures in place to identify these students and develop plans to support them, but the support offered varies across institutions.
Failure can be viewed as a "teachable moment", an opportunity for students to learn from their mistakes and develop resilience. Proponents of this perspective argue that working through challenges and experiencing setbacks can foster deeper problem-solving skills, enhance persistence, and facilitate the integration of new knowledge with prior understanding.
For example, Stefan Sikora, an associate professor of education and schooling, emphasizes the importance of accepting trial and error as a crucial part of the learning process. He encourages students to focus on learning rather than solely on grades, recognizing that failure is often a stepping stone to success.
Universities can play a pivotal role in destigmatizing failure and promoting a growth mindset. They can create safe spaces for students to take risks, make mistakes, and learn from them without fearing irreversible consequences. This shift in mindset can empower students to embrace intellectual exploration and innovative thinking.
Additionally, universities can provide practical support to help students who have failed. This may include offering academic advising, mental health resources, and study skills development programs. By intervening early and providing tailored interventions, universities can help students develop the tools they need to succeed.
In conclusion, while failure at the university level is common and often concerning, it can also serve as a catalyst for positive change and personal growth. By embracing failure as a learning opportunity and providing adequate support, universities can help students develop resilience, problem-solving skills, and a growth mindset that will benefit them throughout their academic and professional careers.
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Failure rates differ across courses
Some universities are better than others at supporting students after academic failure. Swinburne University of Technology, for example, has a comprehensive process to support students at risk of failing. This includes asking students to attend one-on-one sessions with highly trained academic development advisors (ADAs) to work through the reasons for their failure and discuss how they will respond to these challenges. Students can see the ADA multiple times, and the ADAs also run a facilitated peer support program called Back on Track. Other universities may have less comprehensive processes, but all universities have robust processes for dealing with poor academic progress.
The government has a role to play in supporting students who fail. For example, the Australian government has proposed amendments to the Higher Education Support Act, which would mean that students who fail half their subjects across two semesters would lose Commonwealth support. On the other hand, the government's response could be too heavy-handed and not reasonable in terms of its consequences for universities and their students.
Universities can also help students by destigmatizing failure at an institutional level. This would normalize help-seeking behavior and promote peer support options. For example, some US universities are opening up discussions around what it means to fail, featuring accounts from successful alumni about their experiences of failure, and providing apps to help students manage their emotions. Universities have a responsibility to help students who have failed, and the support they provide can influence students' likelihood of persisting, adapting, and ultimately succeeding.
In conclusion, while failure rates differ across courses due to various factors, universities can play a crucial role in supporting students who fail and helping them get back on track. This may include offering academic advice, supporting mental well-being, and reducing study loads. By destigmatizing failure and providing practical assistance, universities can help students turn failure into a positive learning experience and increase their chances of success.
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Universities should help students who fail
Failing a subject at university can be a shocking and distressing experience for students, who may feel that their future prospects are now at risk. While some students may see failure as a learning opportunity and a chance to develop resilience, others may find it difficult to recover from the emotional blow and may even drop out of their course as a result. Universities should therefore implement robust processes to support students who fail, helping them to get back on track and improve their performance.
First and foremost, universities should strive to de-stigmatise failure at an institutional level. This can involve normalising help-seeking behaviours, promoting peer support options, and encouraging open discussions around what it means to fail. Featuring accounts from successful alumni about their own experiences of failure can help to shift the narrative and demonstrate that failure is not the end of the road.
Additionally, universities should provide practical assistance to help students recover from failure and complete their courses. This may include offering advice to attend language and learning skills centres, seeking support for mental well-being, or reducing the student's study load if possible. Highly trained academic development advisers (ADAs) can play a crucial role in this process, working individually with students to identify the factors that led to their failure and developing tailored interventions to improve study habits and navigate the university system.
Universities can also help students by offering flexibility in how they demonstrate their skills and knowledge, rather than automatically failing them outright. For example, "credit rescue" and "credit recovery" programs allow students to redo parts of a course they have failed without losing the credits they have already earned. An ungraded first semester or year can also take the pressure off students as they adjust to university life and learn to manage their workload.
Ultimately, universities have a responsibility to support students who fail and help them get back on track. By providing practical assistance, destigmatising failure, and offering flexible pathways to success, universities can help students turn failure into a positive learning experience and improve their chances of graduating.
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Frequently asked questions
No, universities do not want students to fail. Universities have robust processes for dealing with poor academic progress and provide support to students to improve their performance. However, some students feel that certain professors take pride in having a low pass rate.
Universities have procedures to identify students who fail multiple units in a semester or the same unit multiple times. The university will then develop a plan to support the student and improve their performance. This may include advising the student to seek support for their mental well-being, reduce their study load, or attend a language and learning skills center.
Failing a course can have several consequences, including a decrease in GPA, having to repeat the course, and increased financial strain due to paying full fees again. Additionally, students who fail half their subjects across two semesters may lose Commonwealth support under the proposed amendments to the Higher Education Support Act.
Students may fail due to a combination of factors, including heavy work burdens outside university, physical or mental health problems, financial strain, family responsibilities, poor curriculum design, and lack of support from teaching staff.
Universities can help students by de-stigmatizing failure, normalizing help-seeking, and providing peer support options. They can also work with students individually to unpack the factors impacting their performance and tailor interventions to improve their study habits and navigate the system.
