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A multidimensional framework for embedded academic skill development : transition pedagogy in social work

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As a consequence of the widening participation agenda, student cohorts in Australian higher education are becoming increasingly diverse. While diversity is often characterised by a focus on culture or ethnicity, this variability also independently exists in regard to competence in academic skills (Dillon, 2007). Successfully developing discipline-specific academic skills is crucial to a student’s learning, progress and attainment in higher education. The growing recognition that students are entering Australian universities with varying levels of academic preparedness as a result of the widening participation agenda has made effective academic skill support even more important, since ‘access without a reasonable chance of success is an empty promise’ (International Associations of Universities, 2008, p. 1).



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Deakin University, Faculty of Health

Place of publication

Geelong, Vic.




Reproduced with the kind permission of the copyright owner.

Publication classification

A6 Research report/technical paper

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