By Professor Sarah McDonald
Universities have always been more than just institutions of academic instruction.
They serve as hubs of intellectual growth, professional development and personal transformation for generations of students.
The classroom experience has evolved beyond passive note-taking in a lecture hall.
Today’s students thrive in active, hands-on immersive learning environments – tutorials, seminars, workshops, laboratories and collaborative projects where they can engage deeply with ideas, challenge perspectives and apply their knowledge in real-world contexts.
These settings allow students to develop essential skills such as problem-solving, critical thinking and teamwork, which are not only indispensable in the modern workforce but provide an invaluable toolkit for students to consider multiple perspectives as they move towards finding their purpose.
Research consistently shows that learning – and the personal growth associated with its pursuit – is most effective when students participate in discussions, collaborate on projects and engage in experiential learning.
Universities across Australia have embraced this by integrating industry engagement opportunities, internships and innovation programs that bridge the gap between academic study and professional practice.
At Monash University it is now standard practice for students to have access to programs like the Global Immersion Guarantee, which offers first-year students fully-funded overseas experiences where they tackle real-world challenges in diverse international settings; while the Monash Innovation Guarantee provides students with access to entrepreneurial and industry-linked projects to develop innovative solutions.
Last year more than 26,000 Monash students undertook over 33,000 work-integrated learning experiences.
Beyond academics, in-person university experiences are fundamental in fostering a sense of belonging and community.
The university years mark a crucial period of personal development, where students form lifelong friendships, build professional networks and discover their identities.
This is particularly important in a post-pandemic world, where many students initially struggled to reconnect with campus life after extended periods of isolation.
To support this transition, Monash has introduced a range of initiatives, from peer mentoring programs to early engagement events like “Jump-start”, which help students acclimatise before formal orientation.
Campus sports, student clubs and societies, and volunteering opportunities are all entry points for students to help develop a powerful – and empowering – sense of belonging.
There is an undeniable, and statistically significant relationship between students’ sense of belonging and their study performance, with students with weak belonging achieving a weighted average mark 2-5 points lower than students with strong belonging.
Similar to average marks, there is a strong and statistically significant relationship between students’ sense of belonging and both unit withdrawals and course discontinuation.
Studies indicate that students who participate in interactive learning environments demonstrate higher retention rates and improved problem-solving skills.
Our students have told us that they value these moments of connection and prioritise them despite busy schedules.
They recognise that learning is not just about acquiring knowledge, but also about developing as professionals and as people.
The role of the university is shifting but our core purpose remains unchanged: developing critical and curious lifelong learners and global citizens capable of helping tackle the great challenges we all face.
They are also places where students make friends, form relationships and build networks that they draw on for the rest of their lives.
Campuses are where students, academics, industry partners and global networks intersect. Learning is no longer confined to the classroom; it extends into co-designed projects, innovation hubs and global immersion programs. The goal is to equip students not just with degrees, but with the skills and networks to succeed in an increasingly complex world.
Universities drive excellence and inclusion from diverse backgrounds – including regional, low-socioeconomic and Indigenous communities – in realising the great social transformation and prosperity that university education offers.
Through large scholarship programs universities remain committed to reducing barriers for all talented students to come to university, regardless of means.
Universities like Monash ensure that all students – irrespective of background – can fully participate and thrive in their educational journey.
The value of university extends far beyond attending classes. It lies in the interactions, collaborations and experiences that shape students into capable, confident and connected individuals.
Australian universities are at their best when they foster dynamic, in-person learning experiences that are digitally supported.
If we truly want to prepare students for the future, we must ensure they are not just consumers of knowledge but active participants in a vibrant learning community – one that prepares them for their future careers and enriches their personal lives.
The challenge for universities is clear: creating an educational experience that is excellent, accessible, engaging and transformative.
Professor Sarah McDonald is the Deputy Vice-Chancellor (student experience) and Senior Vice-President at Monash University.
Originally published on 25 February, 2025 in The Canberra Times. Re-published here in full with the express permission of The Canberra Times.
