Supporting students with resits to build self-efficacy

Authors

  • Catherine Farrant University of Greenwich
  • Raluca Marinciu University of Greenwich
  • Dawn Reilly University of Greenwich
  • Liz Warren University of Greenwich

DOI:

https://doi.org/10.21100/compass.v14i2.1185

Keywords:

Business Education, exams, inclusivity, mastery experiences, resits, self-efficacy

Abstract

This project explores the experiences of second-year students on Business School programmes regarding the support available to them in relation to resits in year one. The project involves students as partners in their learning, with data collected via interviews and student discussion forums. Findings are that students who are preparing for resit exams like to use question practice in the resit period to provide mastery experiences which build self-efficacy. We find that students may undervalue feedback on an original submission as a source of guidance towards a resit coursework. The fieldwork was completed before the 2020 campus closure necessitated by the COVID-19 pandemic. However, based on our findings, we suggest recommendations for practice which can be applied for both on-campus and online delivery of our programmes.Keywords: Business Education, exams, inclusivity, mastery experiences, resits, self-efficacy

Author Biographies

Catherine Farrant, University of Greenwich

Teaching FellowDepartment of Human Resources and Organisational BehaviourBusiness School, University of Greenwich

Raluca Marinciu, University of Greenwich

Employability AdvisorBusiness School Employability Office, University of Greenwich

Dawn Reilly, University of Greenwich

Associate Professor of Accounting EducationDepartment of Accounting and Finance Business School, University of Greenwich

Liz Warren, University of Greenwich

Interim Pro Vice-Chancellor & Head of Faculty of BusinessBusiness School, University of Greenwich

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Published

07/13/2021

Issue

Vol. 14 No. 2 (2021)

Section

Research Articles

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