Failing Better: Understanding and Supporting Students through Failure in Higher Education
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| Title: | Failing Better: Understanding and Supporting Students through Failure in Higher Education |
|---|---|
| Language: | English |
| Authors: | Melissa Gallina, John Maclachlan, Akalya Kandiah |
| Source: | Journal of Teaching and Learning. 2026 20(1):48-65. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Academic Failure, Fear, Administrator Attitudes, Barriers, College Readiness, Self Concept, Nontraditional Students, Social Influences, Teacher Influence |
| Geographic Terms: | Canada |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | This study explores how failure is understood within higher education through the perspectives of university administrators at a mid-sized research-intensive institution in Ontario. Using in-depth interviews, the study reveals that failure in higher education exists at the intersection of individual student experiences, institutional structures, and pedagogical approaches. Themes in the discourse surrounding student failure include the fear of failing for the first time, a lack of preparedness for university study, the impacts of imposter syndrome, challenges in taking ownership of academic journeys, unique barriers faced by non-traditional students, and institutional barriers that reinforce failure. While failure is promoted as a learning opportunity in higher education, institutional structures and practices often contradict this view with punitive measures that can impact students' academic careers. Building on Carr's Pedagogy of Failure, this research emphasizes the need for approaches that prioritize emotional well-being, open dialogue, and structured support through failure. One recommendation is to use co-curricular activities, such as living learning communities, as safe spaces for students to experiment with and learn from failure without academic consequences. Overall, institutions need to support student learning through failure better while also addressing systemic barriers and providing equitable support for diverse student populations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494664 |
| Database: | ERIC |
| Abstract: | This study explores how failure is understood within higher education through the perspectives of university administrators at a mid-sized research-intensive institution in Ontario. Using in-depth interviews, the study reveals that failure in higher education exists at the intersection of individual student experiences, institutional structures, and pedagogical approaches. Themes in the discourse surrounding student failure include the fear of failing for the first time, a lack of preparedness for university study, the impacts of imposter syndrome, challenges in taking ownership of academic journeys, unique barriers faced by non-traditional students, and institutional barriers that reinforce failure. While failure is promoted as a learning opportunity in higher education, institutional structures and practices often contradict this view with punitive measures that can impact students' academic careers. Building on Carr's Pedagogy of Failure, this research emphasizes the need for approaches that prioritize emotional well-being, open dialogue, and structured support through failure. One recommendation is to use co-curricular activities, such as living learning communities, as safe spaces for students to experiment with and learn from failure without academic consequences. Overall, institutions need to support student learning through failure better while also addressing systemic barriers and providing equitable support for diverse student populations. |
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| ISSN: | 1492-1154 1911-8279 |
