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Fix the academy not the student: A case study of improving retention and attrition through an immersive block model
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Fix the academy not the student: A case study of improving retention and attrition through an immersive block model

Thomas Roche, Erica Wilson and Elizabeth Goode
SSRN, Vol.Series Paper No.51
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
22/04/2026
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Abstract

immersive scheduling block model retention student success curriculum reform curriculum innovation
This paper examines the impact of whole-of-institution block model curriculum reform on higher education student retention and attrition. Using a case study approach drawing on six years of institutional data at a regional, public university in Australia, the research explores how immersive scheduling and active learning pedagogy in concert influenced student retention at a whole-of-institution scale. Chi-squared tests comparing results in 2019 and 2024 found significant improvements following the immersive block model's implementation: commencing student retention increased by more than 15 percentage points and attrition decreased by nearly 15 percentage points, far exceeding national sector trends. Gains were most pronounced among international and postgraduate cohorts, suggesting that reduced cognitive load and independent but guided learning may particularly benefit these groups. However, weaker results for sub-Bachelor students highlight the complexity of retention and the influence of factors beyond delivery model. These findings are relevant for institutions globally seeking systemic curriculum-based approaches to improve student retention. They may be particularly applicable to higher education institutions with diverse student populations, provided that reforms encompass both scheduling change and deep pedagogical renewal.

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