Acme University’s Falling Pass Rate

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Table of Contents

Introduction
The Reasons for the Problem
Recommendations
Conclusion
References

THESIS: Generally, after the evaluation of the situation it appears that the main reasons for such problem by the Acme University can be explained by establishing lower standards for the new coming students during the entrance exams; the bigger amount of students in classes and the general disregard to academic values by modern students; as a result, the future students present a lower level of educational skills and worse academic results.

Introduction

Recently the Acme University became seriously concerned about its high rates of falling pass rates. This concern is especially serious for first-year university students. In the following paper, this problem along with its reasons and possible ways of improving the situation will be addressed. Generally, after the evaluation of the situation it appears that the main reasons for such problem by the Acme University can be explained by establishing lower standards for the new coming students during the entrance exams; the bigger amount of students in classes, and the general disregard to academic values by modern students; as a result, the future students present a lower level of educational skills and worse academic results.

The Reasons for the Problem

First of all, speaking about the crisis in Acme University regarding its falling pass rates, particular evidence is to be addressed in order to illustrate the significance of the problem under consideration. According to Sheil (2010), in 2008 the pass rate for the first-year university students was registered at the level of 75 %; whereas in 2009 the situation changed and the pass rate was registered at 68 %; the situation got to be even worse in 2010 with its 58%. These disappointing statistics show how important it is to understand the reasons for such negative developments in the University academies and to exercise a row of important measures in order to change this situation. In the following part of this report, the reasons for the situation taking place in the university will be addressed.

Larger Classes

In recent years, the decision was made by the management of the University to form larger classes in order to lessen the educational expenses, and, thus, to make better profits (Rymsza 2009). They explained this decision by the opportunity to have fewer amounts of teachers along with the use of fewer educational cabinets which would also lead to the lessening of the amount of service personnel (Khaleel 2011).

According to Sheil, “Global engagement is recognized as having many dimensions including economic contribution”. Thus, Australian universities including the Acme university were trying to economize their financial assets. However, such a decision appeared to be wise only from an economic point of view as it became the reason for worse academic results by the students. In particular, as the students were put less attention to the quality of the educational process became much worse. This can be explained by the students’ need to have more personal attention from the tutors in order to have a good understanding of the subjects taught in the University.

Lower Enter Scores

Next, the other serious problem connected with the worsening of the level of academic achievements among the students in Acme University can be seen in the establishing of lower standards for the new coming students during the entrance exams (Docan, & Rymsza, 2009). In fact, the prospective students come to have fewer important skills and inner qualities necessary for demonstrating good academic results. As a consequence, in their future studies, such students demonstrate modest academic results which can be also observed during falling pass tests.

Demonstrating Disregard to Academic Values by Modern Students

Further, taking an honest look at today’s college and university students, it is necessary to admit that students, in general, do not seem to have a serious attitude to their studies. More than this, students simply do not attend the classes. One of the latest researches suggests that 36 percent of students in Australian colleges do not improve their knowledge during all the years spent for studies (2009 Annual Report’ 2009). It is expected that students should expand their knowledge while in college or university; however, the results of current researches prove that such an assumption is invalid.

It is hardly possible that such results may be caused by their intellectual incapacities; they are probably conditioned by the students’ attitudes. This is connected to the culture behind these students: numerous specialists around the country admit the ever-growing tendency among young people to relax and enjoy themselves. Students, in general, think that the best thing for them is to have fun and spend their college and university years in a way that will guarantee “the best” memories for them. Another serious problem that is getting more and more complicated is the use of drugs and alcohol among college students (2011 Annual Report 2011).

This is, in turn, connected to more issues such as violence and crimes. Students in the condition of intoxication are more aggressive, they also need money to pay for their lifestyle. Violence and crimes among college students are also caused by many more reasons including racial prejudice, the spirit of aggressiveness actively promoted through media, and many more.

Recommendations

Judging on the situation which may be currently seen in Acme University, it appears that urgent measures are to be implemented in order to guarantee high-quality educated specialists to enter the Australian job market after graduation from this educational establishment. Two of the most logical and easily implemented of them are to set higher standards for the future students during the entrance exams and to lessen the number of students in class in order to provide a better basis for mutual cooperation between the body of students and the body of teachers.

Setting Higher Academic Standards during the Entrance Exams

Discussing the first measure of setting higher academic standards during the entrance exams, it should be stated that it is rather effective as it will help to solve many more other problems. In particular, if the enter scores are higher the students will have to demonstrate better learning skills and more serious determination in order to achieve such good results. This, in turn, helps to attract only those students to the University who will be able to demonstrate the best academic results which can be expected.

Lessening the number of students in class

Evaluating this recommendation, it appears that such measure will help to provide a better basis for productive cooperation among the teachers and the students. Such productiveness will guarantee better academic achievements by the students. Additional attention to the students from the teachers will also help to improve the discipline among them which also adds to the improvement of the situation.

Conclusion

Concluding on all the information related above, it should be stated that the disappointing situation which is now observed in the Acme University with regards to falling pass rate is to be addressed as soon as it is possible in order to guarantee high quality educated specialists to enter the Australian job market after the graduation from this educational establishment.

The current upsetting situation occurred on the reason of a few major problems including larger classes, lower enter scores, and, finally, demonstrating disregard to academic values by modern students. In order to solve this significant problem, the easiest and the most effective ways are to lessen the number of students in class in order to provide a better basis for the cooperation among the teachers and the students and to establish higher standards for the new coming students during the entrance exams.

References

‘2009 Annual Report’ 2009, Deakin University, pp. 1-91.

‘2011 Annual Report’ 2011, Deakin University, pp. 4-117.

Docan, C, & Rymsza, R 2009. ‘Acme’, Journal of the International Academy for Case Studies, vol. 15 no. 2, pp. 65-79.

Khaleel, 2011, ‘Acme University. Assessment Crisis’, Journal of the International Academy for Case Studies, vol. 17 no. 2, pp. 65-79

Rymsza, R 2009, ‘Acme University’s Case’, Journal of the International Academy for Case Studies, vol. 15 no. 1, pp. 77-85.

Sheil, T 2010, ‘Moving beyond university rankings: developing a world-class the university system in Australia’”, Australian Universities’ Review, vol. 52 no.1, pp. 69-76.

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