|Published online: January 14, 2016||$US5.00|
When universities detect a student’s poor academic achievement, they seldom question whether the university’s processes themselves could have contributed inadvertently to the poor quality of the student’s grades. Using an empirical methodology, this paper finds that misplaced academic exclusion is happening to students and offers case studies as evidence. While accepting the need for academic exclusion, this paper argues for a robust, yet modest, process of academic exclusion through a balanced analysis of the institutional environment in which student learning takes place. Minimization of misplaced exclusions should assist retention and student justice.
The International Journal of Educational Organization and Leadership, Volume 23, Issue 1, March 2016, pp.13-24. Article: Print (Spiral Bound). Published online: January 14, 2016 (Article: Electronic (PDF File; 428.577KB)).
Ph.D. Candidate, Faculty of Health, University of Canberra, Australian Capital Territory, Canberra, A.C.T., Australia