Background: The tertiary sector has been exploring alternative delivery models driven by the needs of enabling and undergraduate students who are grappling with contemporary challenges (Goode et al., 2024). This aligns with the Australian Universities Accord, which emphasises the importance of increasing the participation of underrepresented students in higher education (O’Kane et al., 2024). In this context, studies suggest
that shorter, more immersive block models can enhance outcomes for non–traditional students (Goode et al., 2024; Roche et al., 2023).
Description: This project is the first cross-institutional study of immersive block delivery within Australian enabling education. The research investigates the differences in student outcomes between 6-week and 13-week delivery models at Southern Cross University (SCU) and the University of Sunshine Coast (UniSC). Insights about effective pedagogies to enhance student success in shorter models are also offered.
Method(s): Inferential statistical tests were conducted to test for significant differences between student success in 6-week and 13-week models across 5 years at SCU and 3 years at UniSC. Academics also engaged in collaborative autoethnography (Hobbs & Whitsett, 2023) to examine the complexities of offering shorter and longer models, and the benefits and challenges of differing pedagogies in these formats.
Evidence: Both universities report increased student success in the shorter models, exceeding traditional semester offerings. Academics’ autoethnographic reflections reveal rich and nuanced insights into the complexities, benefits and challenges of shorter and longer models.
Contribution: This study is the first to offer evidence across two institutions about the efficacy of shorter models for enhancing the success of under-represented students in enabling education. Practitioner reflections identify best practice pedagogy for teaching and learning in shorter models.