Research and scholarship on the Southern Cross Model

Journal Articles

Student success and satisfaction (multi-disciplinary)

Goode, E., Roche, T., Wilson, E., & McKenzie, J. W. (2023). Implications of immersive scheduling for student achievement and feedback. Studies in Higher Education, 48(7), 1123 –1136. https://doi.org/10.1080/03075079.2023.2184472

Goode, E., Roche, T., Wilson, E., & McKenzie, J. W. (2024). Student perceptions of immersive block learning: An exploratory study of student satisfaction in the Southern Cross Model. Journal of Further and Higher Education, 48(2), 153-167. https://doi.org/10.1080/0309877X.2023.2277419

Wilson, E., Roche, T., Goode, E., & McKenzie, J. W. (2025). Creating the conditions for student success through curriculum reform: The impact of an active learning, immersive block model. Higher Education, 89, 1423–1443. https://doi.org/10.1007/s10734-024-01283-1

Policy and practice reform

Roche, T., Wilson, E., & Goode, E. (2024). Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice. Journal of University Teaching and Learning Practice, 21(2). https://doi.org/10.53761/1.21.2.12

Wilson, E., Goode, E., & Roche, T. (2025). Transforming assessment policy: Improving student outcomes through an immersive block model. Journal of Higher Education Policy and Management, 47(2), 192-209. https://doi.org/10.1080/1360080X.2024.2434724

Student engagement

Goode, E., Nieuwoudt, J. E., & Roche, T. (2022). Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model. Australasian Journal of Educational Technology, 38(4), 76–94. https://doi.org/10.14742/ajet.7929

Underrecognised (equity) students

Roche, T., Wilson, E., Goode, E., & McKenzie, J. W. (2025).  Supporting the academic success of underrecognised higher education students through an immersive block model. Higher Education Research & Development, 44(3), 721-735. https://doi.org/10.1080/07294360.2024.2424157

Wilson, E., Roche, T., & Goode, E. (2025). Enhancing student success for the ‘new majority’ in higher education through immersive block model learning. Innovations in Education and Teaching International. Advance online publication. https://doi.org/10.1080/14703297.2025.2532055

International students

Goode, E., Roche, T., Wilson, E., Zhang, J., & McKenzie, J. W. (2024). The success, satisfaction and experiences of international students in an immersive block model. Journal of University Teaching and Learning Practice, 21(2). https://doi.org/10.53761/1.21.2.08

Goode, E., Roche, T., Wilson, E., & Zhang, J. (2025). The impact of an immersive block model on international postgraduate student success and satisfaction: An Australian case study. Education Sciences, 15(11), 1425. https://doi.org/10.3390/educsci15111425

Pathway (enabling) students

Goode, E., Syme, S., & Nieuwoudt, J. E. (2024). The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International, 61(2), 263-275. https://doi.org/10.1080/14703297.2022.2157304

Nieuwoudt, J. E. (2023). Improving the academic performance and mental health of non-traditional university students through a shorter delivery model: Exploring the impact of the Southern Cross Model. Student Success, 14(1), 35–46. https://doi.org/10.5204/ssj.2660

Health students

Guo, L., Wojcikowski, K., Goode, E., Whiteing, N., & Naumann, F. (2025). Curriculum transformation leads to unlocking the gate in the gateway subjects of anatomy and physiology. Innovations in Education and Teaching International. Advance online publication. https://doi.org/10.1080/14703297.2025.2556942

Smidt, A., Glanville, B., Cribb, C., Vuong, G., Wallace, H. E., Carey, L., & Munro, N. (2024). Ready to practice in hospitals? Insights into developing a co-designed intensive model for student learning. Journal of Clinical Practice in Speech-Language Pathology, 26(2), 117-127. https://doi.org/10.1080/22000259.2024.2377560

IT students

Mason, R., Seton, C., Benson, J., & Chakraborty, P. R. (2025). Evaluating the computing student experience of a new block model: Student results, satisfaction and comments. Cogent Education, 12(1), 2534155. https://doi.org/10.1080/2331186X.2025.2534155

Academic experiences

Goode, E., & Blair, A. (2024). Back to Block: Re-imagining student learning in a hyper-connected world through an international academic conference. Journal of Block and Intensive Learning and Teaching, 2(3), 23–34. https://doi.org/10.15209/jbilt.1353 

Nisbet, S., Goode, E., Russ, E., Haw, J., Rollin, R., & Nieuwoudt, J. (2025). Supporting academic development during curriculum change: A co-operative inquiry of identity and engagement. International Journal for Academic Development, 30(3), 350-363. https://doi.org/10.1080/1360144X.2025.2469303

Learning resources

Thorpe, C., Honey, T., & Wilson, E. (2024). Reading lists as enablers of learning in an immersive block teaching model. New Review of Academic Librarianship, 30(4), 390–404. https://doi.org/10.1080/13614533.2024.2381519

Media

Roche. T., Wilson, E., & Goode, E. (2025, September 15). Let’s stop making better candles. Needed Now in Learning and Teaching. https://needednowlt.substack.com/p/lets-stop-making-better-candles

Naumann, F., Baker, L., & Goode, E. (2025, June 18). A program of employability: meaningfully embedding employability across all courses. Advance HE. https://www.advance-he.ac.uk/news-and-views/program-employability-meaningfully-embedding-employability-across-all-courses

Roche, T. (2025, February 5). We can make learning better. Future Campus. https://futurecampus.com.au/2025/02/05/we-can-make-learning-better/

Goode, E., Roche, T., & Wilson, E. (2024, August 5). Immersive block model learning: Does it work, and how do you do it? Advance HE. https://www.advance-he.ac.uk/news-and-views/immersive-block-model-learning-does-it-work-and-how-do-you-do-it

Roche, T., Wilson, E., & Goode, E. (2024, April 1). Curriculum reform to boost under-represented students’ success in higher education. Times Higher Education. https://www.timeshighereducation.com/campus/curriculum-reform-boost-underrepresented-students-success-higher-education

Southern Cross University. (2023, August 28). The Southern Cross Model: A chat with co-designers Professors Thomas Roche and Erica Wilson [Audio podcast episode]. In SCU Buzz. https://soundcloud.com/southerncrossuniversity/the-southern-cross-model-a-chat-with-co-designers-professors-thomas-roche-and-erica-wilson?in=southerncrossuniversity/sets/scu-buzz-the-southern-cross  

Roche, T., Wilson, E., & Goode, E. (2022, July 28). How block teaching supports students from under-represented groups. Times Higher Education. https://www.timeshighereducation.com/campus/how-block-teaching-supports-students-underrepresented-groups 

Roche, T., Wilson, E., & Goode, E. (2022, November 27). Differences the Southern Cross Model makes. Campus Morning Mail. https://campusmorningmail.com.au/news/differences-the-southern-cross-model-makes/ 

Wilson, E., & Roche, T. (2022, November 20). Revolutionary teaching & learning the Southern Cross U way. Campus Morning Mail. https://campusmorningmail.com.au/news/revolutionary-teaching-learning-the-southern-cross-u-way/