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An experimental evaluation of a proactive pastoral care initiative within an introductory university course

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  • M. P. Cameron
  • S. Siameja

Abstract

Improving student retention and academic performance is a key objective for higher education institutions, and finding effective interventions for assisting with at-risk students is therefore important. In this article, we evaluate a proactive pastoral care intervention that was trialled in an introductory economics course in New Zealand. We first identified students at high risk of failure, and then randomized these students into two treatment groups and a control group. The first treatment group received an email with information about academic support, while the second treatment group received the email as well as a personal telephone call to follow-up. In evaluating the impact of the intervention trial, we found that the first intervention did not significantly improve student outcomes, but the second intervention improved outcomes in one of the two semesters evaluated. Overall, the initiative was a qualified success. It is both simple and cost-effective and should be considered for wider implementation and further evaluation.

Suggested Citation

  • M. P. Cameron & S. Siameja, 2017. "An experimental evaluation of a proactive pastoral care initiative within an introductory university course," Applied Economics, Taylor & Francis Journals, vol. 49(18), pages 1808-1820, April.
    • Handle: RePEc:taf:applec:v:49:y:2017:i:18:p:1808-1820
    DOI: 10.1080/00036846.2016.1226492
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    References listed on IDEAS

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    1. Michael P. Cameron & Steven Lim, 2015. "Recognising and building on freshman students' prior knowledge of economics," New Zealand Economic Papers, Taylor & Francis Journals, vol. 49(1), pages 22-32, April.
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    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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