Faculty and academic staff perceptions, experiences, and expectations of the PASS Program: A case study

Current research largely explores the evaluation and perceptions of Peer Assisted Study Sessions (PASS) from the student perspective. The purpose of this study was to identify and evaluate institutional, faculty, and academic staff perceptions, experiences, and expectations of an established PASS program in the Faculty of Business in an Australian University. A survey and semi structured interviews were used to collect responses from participants from each level of the university, including the PASS program coordinators, Dean of Faculty, Head of School, and subject coordinators. Results highlight the importance of “closing the communication loop” between PASS leaders and academics to maintain the efficacy of such programs and aid in their continuous improvement. This research contributes to the literature concerning peer learning. The findings may be used in the future development of programs such as PASS to further inform the engagement of academic staff to enhance the student learning experience in such programs.