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Regional study hubs: Increasing student engagement to support regional students facing high first-year attrition risk factors

Monica Davis et al · STARS Conference · 2019

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The Country Universities Centre (CUC) network of regional study hubs are an emerging tool for supporting regional students to achieve success in higher education. The CUC cohort of students, and regional students more generally, face several risk factors for first-year attrition including: external mode of study, over 25 years of age, part-time study load, alternative pathways to admission, and medium to low SES. In addition, work-life balance, financial considerations, and access to technology all create barriers to study for these students. The CUC facilities and staff provide academic, administrative and pastoral support to students, as well as creating a learning community to facilitate student-to-student interactions. The positive effect of the CUC support is shown by means of a survey and student case-studies.

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APA 7

al, M. D. E. (2019). Regional study hubs: Increasing student engagement to support regional students facing high first-year attrition risk factors. https://doi.org/10.5204/ssj.v10i2.1312

MLA

al, Monica Davis et. "Regional study hubs: Increasing student engagement to support regional students facing high first-year attrition risk factors." 2019. https://doi.org/10.5204/ssj.v10i2.1312.

Chicago

al, Monica Davis et. 2019. "Regional study hubs: Increasing student engagement to support regional students facing high first-year attrition risk factors.". https://doi.org/10.5204/ssj.v10i2.1312.

Harvard

al, M. D. E. 2019, Regional study hubs: Increasing student engagement to support regional students facing high first-year attrition risk factors, STARS Conference, available at: https://doi.org/10.5204/ssj.v10i2.1312 [Accessed 8 Aug. 2026].

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Title
Regional study hubs: Increasing student engagement to support regional students facing high first-year attrition risk factors
Author / contributors
Monica Davis et al
Publisher
STARS Conference
Publication year
2019
ISSN
2205-0795
ISSN
2205-0795
Language
English

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