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Within the context of higher education in Australia, academic failure at undergraduate level has not been comprehensively investigated. This study sought to determine factors that predicted failure amongst undergraduate students after two semesters of study. Failure was defined as having a cumulative GPA below a passing grade. At the research site, factors included indigeneity, academic writing literacy, Faculty/college of enrolment, engagement with academic support services, gender, and language background. Amongst a variety of academic and non-academic factors, this study utilised results on a post-entry language assessment (PELA), which screened students according to their academic essay writing skills. The study was conducted over five semesters and comprised a multidisciplinary sample. This research equips university decision makers with a profile of students who may face difficulties navigating the rigours of tertiary education. It subsequently allows key stakeholders to allocate resources appropriately and effectively to respond to academic failure.
Lydster et al. (Wed,) studied this question.