• Section 1 - Purpose
• Section 2 - Scope
• Section 3 - Principles 
• Section 4 - Monitoring and Outreach to Support Student Progress  
• Section 5 - Supports for Student Success
• Academic skills and study support
• Non-academic support
• Support for Aboriginal and Torres Strait Islander students
• Support for International Students 
• Support for students identifying as gender, sex and sexuality diverse
• Support for Students with Disabilities
• Section 6 - Student Safety on Campus
• Section 7 - Assessment of Academic Suitability for Study
• Section 8 - Continuous Monitoring and Review
• Section 9 - Student Complaints
• Section 10 - Data Protection Compliance
• Section 11 - Roles and responsibilities
• Section 12 - Definitions

Section 1 - Purpose

(1) This Policy documents the University’s commitment and approach to supporting students to successfully progress through their university studies. The Policy takes a holistic approach to students’ academic and wellbeing needs through early monitoring and outreach to support academic achievement.

(2) It also seeks to ensure that staff are proactive in:

1. identifying students who are at risk of failing and providing tailored and appropriate support to assist them to successfully complete the subjects of study they are enrolled in;
2. referring students to additional academic or non-academic support where required; and
3. identifying disengaged students for targeted outreach intervention.

Section 2 - Scope

(3) This policy applies to all enrolled students and staff of the University and includes:

1. students enrolled in UOW courses delivered in collaboration with a collaborative delivery partner institution onshore and offshore; and
2. Higher Degree Research Students undertaking coursework subjects. The process and responsibilities for monitoring progress are outlined in the Higher Degree Research Award Rules and the Higher Degree Research Supervision and Resources Policy.

(4) For students enrolled in a UOW approved course delivered by UOW College Australia on UOW’s behalf, support for students will be provided, managed and reported on as detailed in the UOW College Australia Support for Students Policy as amended from time to time.

(5) Students enrolled in UOW courses with a collaborative delivery partner institution can expect to be supported in their learning through tailored services delivered by UOW and the collaborative delivery partner institution. Intervention and outreach strategies may vary in accordance with the relevant Education Services Collaboration Agreement or Educational Delivery Quality Assurance Agreement in place for that location. 

(6) This Policy does not apply to:

1. students enrolled with UOW College Australia in courses not approved by UOW, who are covered by the UOW College Australia Support for Students Policy;
2. learners undertaking short courses offered by UOW who are covered under the Short Course Learner Policy; and
3. students undertaking cross-institutional study or Study Abroad and exchange students whose home institution is not the University of Wollongong.

(7) This Policy is published in accordance with the University’s obligations under the Higher Education Support Act 2003.

Section 3 - Principles 

(8) The University is committed to providing academic support for students and enhancing the services and programs offered to support student success.

(9) Students are expected to be active partners in their own learning and to participate in decision-making about their studies, where appropriate.

(10) Interventions to provide additional support are respectful, timely, age and culturally appropriate and relevant to the student’s identified needs.

(11) Guided by UOW’s Student Success Strategy, the University is committed to working with Students as Partners to:

1. provide students with a supported transition into and through UOW;
2. support positive living, health and wellbeing;
3. increase engagement with learning;
4. foster belonging and connectedness; and
5. develop a strong sense of purpose.

(12) The principles are underpinned by the University’s Student Equity, Diversity and Inclusion Framework and tailored support will be provided to priority equity groups including: Aboriginal and Torres Strait Islander students, students from regional, rural and remote areas, students from low socioeconomic backgrounds and students with a disability. The Framework outlines the University’s ambition to reach population parity for these student cohorts and the key actions that will be undertaken by the University to achieve this.

(13) All mechanisms used to identify students who may have specific support needs comply with the University’s privacy and confidentiality requirements.

Section 4 - Monitoring and Outreach to Support Student Progress  

(14) The University has determined key opportunities across the student lifecycle to engage and re-engage students with their studies. A data informed approach is utilised to identify students who may be at risk of not progressing with their studies and to ensure effective monitoring is in place to support progression and completion of their studies. 

(15) In operationalising this support, emphasis is placed on early monitoring and recognising key factors that may indicate an at-risk or non-genuine student. Such factors include but are not limited to:

1. under enrolment in subjects or tutorials;
2. failure to access or reasonably engage with key University systems;
3. failure to attend scheduled classes and learning activities, including online learning;
4. failure to submit assessment tasks or receiving subsequent fail grades;
5. failure to attend exams without notification; and
6. students in equity categories, studying remotely or on a course progress status of restricted or referral.

(16) The University’s use of learning analytics, including the data sources used and the management of student privacy, is governed by the Learning Analytics Data Use Policy.

(17) Where students’ are identified, outreach will be undertaken by the Student Retention team who will work in partnership with students to assess their preparedness for study, transition students into appropriate support services and continue to monitor student engagement with these support services and engagement in their learning.

(18) Students from priority equity groups will receive the following support:

1. for Aboriginal and Torres Strait Islander students, outreach will be directed by Woolyungah Indigenous Centre.
2. for students located at regional campuses within Australia, outreach will be coordinated by the Regional Campus Managers.

(19) All attempts will be made to ensure additional support is made available to students prior to Census date of the relevant session with a focus on those students who are at risk of not achieving satisfactory course progress following the release of results for each session.

(20) The Course Progress Policy details the course progress requirements and monitoring process where students have been identified as at risk of not achieving satisfactory course progress post Session. 

(21) The University systematically collects and reports on student performance data across all teaching locations in accordance with the Procedure for Monitoring Comparative Student Outcomes. In addition, the University monitors and reports on student progression, attrition and completion rates, across student cohorts and delivery locations and against external reference points.

(22) In accordance with the engagement requirements outlined in the Coursework Rules, the University may cancel a student’s enrolment where the actions or inactions of a student raises serious doubts as to their status as bona fide student. The University will make all attempts to identify non-genuine students and confirm enrolment status prior to Census date where possible.

Section 5 - Supports for Student Success

(23) This section outlines the assistance available to all students to help them succeed in their studies. 

(24) Students may self-refer to the academic and non-academic support services outlined in this policy, or be referred by academic or professional staff where:

1. monitoring suggests a level of disengagement with their studies;
2. there are concerns regarding their academic progress or the level of academic skills demonstrated; or
3. concerns for student wellbeing is reasonably considered to warrant some form of intervention.

(25) Staff may refer students directly to the support services or via the Student Retention Team. 

Academic skills and study support

(26) The range of academic support services available to students include:

1. orientation, First Year Mentoring Program and pre-commencement programs;
2. access to targeted Learning and Maths skills support, Peer Learning Coaches, Peer Assisted Study Sessions (PASS)and English Language and Writing support offered via the University’s Writing and Numeracy Support Centre;
3. online digital self-help resources;
4. Access Plans as coordinated by the Student Accessibility and Inclusion Team which support students with accessibility needs due to a disability or identified medical condition;
5. access to academic advisors via AskUOW, the UOW Handbook or Faculty ‘Our People’ webpages;
6. information on academic integrity via the compulsory Start Smart module;
7. course embedded workshops in courses with high failure rates or high student attrition;
8. Student IT Support resources and equipment loans; 
9. Library Services including online and print resources, subject readings and  study spaces; and
10. access to academic processes such as academic consideration and review of academic decisions, marks or grades and complaints resolution.

(27) Students who are experiencing academic difficulties receive targeted in-course support from academic staff including: connecting the student to support services, maintaining regular contact with them during the semester to check their progress in subjects of study, and, if staff identify that further support is needed, providing students with flexible assessment arrangements in line with the Student Academic Consideration Policy.

(28) Early intervention is critical to ensure that students are connected to support. Non-engagement with study or available supports (where referred) may trigger an escalation to the central retention team for further outreach.

Non-academic support

(29) The University provides a range of non-academic supports for students to assist students’ to progress in their studies. 

(30) Student wellbeing services include access to: 

1. Student Support Coordinators who provide free, confidential advice and assistance on the range of support services available;
2. Free counselling and mental health support including a 24 hr Wellbeing Support Line;
3. careers and employability services and programs;
4. the Student Advocacy Service who provide confidential guidance and support to students for a range of academic, procedural and administrative issues;
5. on campus Health and Medical Services;
6. financial or confidential legal advice, support for students experiencing financial hardship, including scholarships and grants; and
7. housing assistance via the housing support officer.

(31) Where students report non-academic issues that put them at risk of unsuccessfully completing their subjects of study, proactive support will be offered prior to Census date where possible. Adjustments include but are not limited to late withdrawal, leave of absence, reduced study leave, academic consideration, mental health support and Access Plans for students with a disability or ongoing medical issue.

(32) The Student Health Assessment and Leave Policy outlines the specific support and processes for students with serious health conditions which are impacting their capacity to effectively engage with their studies, and who may need alternative processes to support their continued enrolment and success at the university.

Support for Aboriginal and Torres Strait Islander students

(33) The University has specific arrangements for Aboriginal and Torres Strait Islander students offered by the Woolyungah Indigenous Centre at the Wollongong campus. These include;

1. an Indigenous tailored academic program (ITAP) and student academic consultations;
2. Woolyungah Education and Accommodation Scholarships;
3. student employability support providing tailored career consultations;
4. a strengths and needs snapshot, an online tool that allows students to self-refer and navigate their success at University; and
5. designated study and social areas.

Support for International Students 

(34) In accordance with the National Code of Practice for Providers of Education and Training to Overseas Students 2018 Standard 6: Overseas student support services, additional supports for international students include assistance with living and working in Australia, overseas health cover and student visa requirements and changes to enrolment. These include:

1. dedicated wellbeing and financial support;
2. welcome and onboarding processes specifically designed for international students;
3. programs and activities that foster peer to peer connection, including English Language Conversation groups; and
4. programs and activities that enhance student’s life skills for example water safety and cooking classes.

Support for students identifying as gender, sex and sexuality diverse

(35) Students identifying as gender, sex and sexuality diverse have access to a range of services that promote diversity and inclusion and include an Ally Network  and The Allsorts Queer Collective, a social and support group. 

Support for Students with Disabilities

(36) UOW is committed to the promotion of and adherence to the principles of the Disability Discrimination Act 1992, Disability Standards for Education, and Disability Inclusion Act 2014 . This is achieved through the provision of a physical, social and learning environment that complements and enhances the university experience for students with a disability on the same basis as other students, in an environment free from harassment and discrimination. Therefore the University is committed to:

1. supporting students with disability, or those who care for persons with a disability, to participate in education on the same basis as students without disability;
2. considering the interests of all parties involved in assessing required reasonable adjustments;
3. upholding the academic standards of its courses and programs;
4. providing all students with a supportive educational environment and appropriate resources to achieve their course learning outcomes;
5. improving the accessibility of all buildings and facilities for people with disabilities through regular review and upgrade, and following the BCA and the AS 1428-2001 standards; and
6. creating an environment free from harassment and discrimination.

(37) UOW encourages students with a disability to disclose and register the nature and extent of their disability with Student Accessibility and Inclusion Team in a timely manner, that allows UOW to best support their needs. The nature of the disability must be substantiated by current, relevant and appropriate medical documentation.

(38) UOW is not required to provide an adjustment to the extent that it would impose unjustifiable hardship on the University or the placement provider or compromise the academic standards of a course or program, or other requirements or components that are inherent in or essential to its nature.

(39) The Disability Policy for Students provides further information on the processes for determining reasonable adjustments.

Section 6 - Student Safety on Campus

(40) The University is committed to providing a safe and secure environment for all students, faculty, and staff and takes proactive measures to prevent, respond to, and mitigate critical incidents to safeguard the welfare of its students.

(41) Enrolled students are required to complete  an online module Consent Matters that covers sexual consent, communication in relationships, and bystander intervention. Students also have access to a range of face-to-face and online training to help protect students from violence, abuse and harassment delivered by the Safe and Respectful Communities Team. SARC provide support for students who have witnessed or experienced sexual assault, harassment, domestic and family violence, bullying or discrimination.

(42) Security Services plays a pivotal role in providing a first or emergency response, first aid and should be the first point of contact. Students can request safety escorts if they feel unsafe. Students can raise an alert as detailed in the UOW Security Contacts.

(43) The University’s Student Critical Incident Procedure provides a detailed description of the actions to be taken by students and staff for critical incidents and includes protocols for conducting student wellbeing checks. 

(44) The Director of the Division of Student Life manages student critical incidents and will organise support where required. The SARC team manages incidents related to domestic violence or sexual harm and provides trauma informed support. 

Section 7 - Assessment of Academic Suitability for Study

(45) This section outlines the University’s processes for assessing students’ suitability to continue to undertake study for those students identified as at-risk of not successfully completing their units of study.

(46) Monitoring of course progress:

1. The University will conduct periodic reporting of a student's academic progress within subjects at the end of session in line with the monitoring requirements outlined in the Course Progress Policy.

(47) Intervention Strategy:

1. For students consistently at risk, or placed on a course status of restricted, the institution will create an intervention strategy to assist the student in meeting the course progress requirements.
2. This may include referral to support services appropriate to that student’s needs, restriction on the number of subjects undertaken, language and learning support, leave of absence and/or options for course transfer.
3. Students will be informed of their unsatisfactory course progress and be provided with the opportunity to seek academic advice as outlined in the Course Progress Policy.

(48) Minimum Performance Requirements:

1. Students must meet minimum performance requirements for either the subject, and/or for specific assessment tasks or attendance that are part of the subject as detailed in the Subject Outline. 

(49) Reassessment Opportunities:

1. Students who do not meet the minimum performance requirements may be given opportunities to undertake a supplementary assessment as outlined in the Supplementary Assessment Procedure.

(50) Academic Consideration:

1. Consideration will be given to students facing extenuating circumstances, such as medical, personal or wellbeing issues which may have contributed to their academic difficulties as per the Student Academic Consideration Policy.

(51) Academic Advice:

1. Students identified as at risk may be assigned an academic advisor who will work with students to develop strategies for improvement and provide guidance on study habits, learning and support resources and advise on matters related to course progression and academic suitability as per the Academic Advice to Students Policy.

(52) Course Exclusion Processes:

1. Clear procedures are in place outlining the consequences of continued poor academic performance as a result of course progress monitoring and include potential exclusion from the course as outlined in the Course Progress Policy.
2. Student have access to an appeal process and advocacy support during this process.

(53) Review and Appeal Process:

1. The University’s Review and Appeal of Academic Decisions Policy details the processes for resolving student issues and concerns in relation to a mark or grade, an academic decision or the application of a policy that has affected a student’s academic progress.

Section 8 - Continuous Monitoring and Review

(54) The institution will continuously monitor the effectiveness of this policy and make adjustments as needed to improve the support provided to students at-risk of not progressing with their studies.

(55) This Policy will be reviewed  annually for quality assurance purposes, to identify opportunities for improvement to the policy, and to ensure it remains fit for purpose.

Section 9 - Student Complaints

(56) Students who have concerns about the support and/or outreach provided (or not provided) may contact the University’s Complaints Management Centre for advice or to lodge a formal complaint.

Section 10 - Data Protection Compliance

(57) The University and its staff are committed to protecting the privacy of each individual’s personal and health information, as required under the Privacy and Personal Information Protection Act 1998, Health Records and Information Privacy Act 2002, and any other relevant legislation.

(58) The use, disclosure, and handling of personal and health information relating to students is outlined in the ‘Student Privacy and Disclosure Statement.’ This is provided to all students at the point of enrolment. By signing the Acceptance Agreement, the student acknowledges and accepts the terms specified in the statement.

(59) The University will only use or disclose students’ personal and/or health information for the purpose for which it was collected, for a directly related purpose, where the individual to whom the information relates provides consent, or where otherwise permitted or authorised by law. This includes where:

1. it is necessary to prevent a serious and imminent threat to the life, health, or safety of any individual; or
2. the University has a legal obligation to release the information, such as under subpoena; or
3. there is a legal requirement to report to relevant agencies, such as NSW Police.

(60) The management of personal and health information by the University is detailed in its Privacy Policy and Privacy Management Plan.

Section 11 - Roles and responsibilities

(61) Academic staff are responsible for:

1. identifying students who are at risk of not progressing in the subject and providing appropriate subject specific academic support;
2. referring students to additional academic supports where needed (e.g. UOW’s Writing and Numeracy Support Centre);
3. referring students’ directly to an appropriate non-academic support where information is disclosed directly to them of a personal nature to ensure student privacy is upheld or, obtaining consent from the student to refer them to the Student Retention Team for outreach; and
4. identifying disengaged students and referring these to the Retention Team for targeted outreach and intervention before Census where possible.

(62) The Student Retention Team is responsible for:

1. identifying students at risk, either by referral or as identified via reporting mechanisms;
2. administering a  central referral system, where academic or professional staff are concerned about a student’s disengagement with their studies, or early signs of poor academic performance;
3. conducting appropriate outreach based on an Intervention and Outreach Plan, including conducting a strength and needs assessment, developing Student Success Plans and referring students to appropriate support services;
4. recording the outcome of contact and reporting back to referrer (where possible);
5. notifying SASD of potential non-genuine students; 
6. retaining records of interventions for governmental reporting purposes; and
7. reporting annually via the appropriate academic governance committees on outcomes.

(63) SASD is responsible for:

1. administering  course progress reporting following release of results and notifying students of their course progress status; and
2. centrally withdrawing non-genuine students and reporting non-genuine international students to UOW Global Enterprises and the Department of Home Affairs in accordance with student visa compliance requirements.

(64) IRGR is responsible for:

1. assisting with governmental reporting. 

(65) AQS is responsible for:

1. monitoring non-participating enrolments as a measure of institutional quality; and
2. ensuring internal compliance with legislative student support requirements.

(66) The Data and Analytics Division is responsible for:

1. harvesting, managing and delivering data to support actionable insights for at risk and non-participating students in accordance with organisational requirements; and
2. applying data management frameworks to ensure the integrity, security and governance of information in use.

Section 12 - Definitions