Student satisfaction in a 6-week immersive block model: Exploring the impact of transitions

This presentation explores the notion of a “transition effect” on student satisfaction in an immersive block model at a regional Australian university. Unit and teaching feedback results were analysed for students who commenced their programs in the new model, and those who transitioned partway. Focus groups were also conducted with 69 students representing both groups. Findings indicate that satisfaction is substantially lower for “transitioned” students than “new” students. We also find evidence of strong improvements to satisfaction as the model becomes less “new” for both staff and students. This has implications for how to manage and evaluate major curriculum reform.