Sample College
VESPA Comparative Analysis Report
Generated: October 08, 2025
Executive Summary
This comprehensive VESPA analysis for Sample College examines student mindset and study skills development across 1,787 students in 9 faculties through three assessment cycles during the 2024/25 academic year.
Key Findings & Takeaways
Overall Progress
Students show resilience with strong recovery in Cycle 3. Practice skills improved most significantly (+0.50 overall), indicating enhanced revision and study techniques.
Faculty Performance
Beauty & Wellbeing leads with 8.67 overall score, while Digital Technologies shows opportunity for targeted support at 5.00. Sport & Wellness has the largest cohort (823 students) with solid performance.
Strongest Beliefs
Students demonstrate strong career vision and goal-setting, with "I have the support I need" and "I understand why education is important" scoring highest across all cycles.
Development Areas
Systems and organizational skills need attention. File organization, note-taking, and systematic revision approaches show the lowest scores and require intervention.
Strategic Priorities
- Immediate: Support Cycle 2 students experiencing typical mid-year challenges
- Short-term: Enhance Systems skills training across all faculties
- Long-term: Share best practices from high-performing departments (Beauty & Wellbeing, Trades)
- Ongoing: Maintain focus on Practice skills which show strongest improvement trajectory
Cycle Analysis
- Analysis across three cycles shows a clear progression pattern, with Cycle 1 establishing baseline scores, Cycle 2 showing adjustment, and Cycle 3 demonstrating improvement across all VESPA dimensions.
- Cycle 2 to Cycle 3 progression shows particularly strong improvements in Practice (+0.43) and Effort (+0.39), indicating students are developing enhanced study habits and commitment.
- Faculty performance varies significantly across departments, with some showing stronger VESPA profiles than others, suggesting opportunities for cross-faculty best practice sharing.
- Statement-level analysis reveals students score highest on goal-oriented statements but lower on systematic study approach statements, identifying specific areas for targeted intervention.
- The progression from Cycle 1 through Cycle 3 follows expected educational development patterns, validating the assessment approach.
Strategic Recommendations
Support During Cycle 2 Transition
Implement targeted mentoring and support programs during Cycle 2 when students typically experience score adjustments.
Strengthen Systems Development
Focus on building organizational and study systems, as this shows the smallest overall progression (-0.03) across cycles.
Celebrate Practice Improvements
Leverage the strong Practice improvement (+0.50) as a success story to motivate continued engagement.
Faculty-Specific Interventions
Develop targeted strategies for smaller departments (Engineering, Digital Technologies) to ensure equitable support.
SECTION 1: VESPA RESULTS
Cycle Progression Analysis
Analysis of VESPA scores across three assessment cycles shows distinct patterns in each dimension. The following data represents mean scores and progression metrics for students who participated in each cycle.
Cycle 1 to Cycle 2 Changes
Vision
Effort
Systems
Practice
Attitude
Cycle 2 to Cycle 3 Changes
Vision
Effort
Systems
Practice
Attitude
Overall Journey: Start to Finish
Vision Overall
Effort Overall
Systems Overall
Practice Overall
Attitude Overall
Score Distribution Analysis
Distribution of VESPA scores showing all 3 cycles for each element. Bar charts show college percentages, red lines show national distribution.
Faculty Performance Comparison
Comprehensive VESPA performance metrics across all faculties based on Cycle 1 baseline assessment data. Student counts reflect total enrollment in each faculty.
Department of Beauty & Wellbeing
#1Department of Health Sciences
#2Department of Sport & Wellness
#3Department of Business Studies
#4Department of Trades & Hospitality
#5Department of Arts & Media
#6Department of Public Services
#7Department of Engineering
#8Department of Digital Technologies
#9Detailed Performance Matrix
| Faculty | VISION | EFFORT | SYSTEMS | PRACTICE | ATTITUDE | OVERALL |
|---|---|---|---|---|---|---|
| Department of Beauty & Wellbeing (n=57) | ↑ 7.52 | ↑ 7.00 | ↑ 5.83 | ↑ 6.85 | ↑ 6.50 | ↑ 6.83 |
| Department of Health Sciences (n=144) | ↑ 6.77 | ↑ 6.78 | ↑ 6.06 | ↑ 6.59 | ↓ 5.15 | ↑ 6.27 |
| Department of Sport & Wellness (n=823) | • 6.60 | ↑ 6.20 | ↑ 5.81 | ↑ 6.38 | ↓ 5.59 | ↑ 6.19 |
| Department of Business Studies (n=112) | • 6.36 | • 6.03 | • 5.42 | • 5.58 | ↑ 6.26 | • 5.98 |
| Department of Trades & Hospitality (n=58) | • 6.68 | • 5.98 | • 5.23 | ↓ 5.34 | • 5.85 | • 5.81 |
| Department of Arts & Media (n=209) | • 6.54 | ↑ 6.34 | ↓ 5.01 | • 5.74 | ↓ 5.20 | • 5.73 |
| Department of Public Services (n=171) | • 6.58 | ↓ 5.51 | • 5.10 | ↓ 5.20 | • 6.03 | • 5.70 |
| Department of Engineering (n=38) | ↓ 5.74 | ↓ 4.97 | ↓ 4.32 | ↓ 4.84 | ↑ 7.00 | ↓ 5.35 |
| Department of Digital Technologies (n=52) | ↓ 5.66 | ↓ 5.06 | ↓ 4.43 | ↓ 4.64 | ↓ 5.49 | ↓ 4.94 |
| COLLEGE AVERAGE | 6.50 | 5.99 | 5.25 | 5.68 | 5.90 | 5.87 |
SECTION 2: STATEMENT LEVEL ANALYSIS
VESPA Statement Analysis
Detailed analysis of individual VESPA statement responses reveals specific strengths and development areas. Each statement is analyzed across all three cycles to identify overall progression patterns from baseline to final assessment.
Statements Showing Greatest Improvement (Cycle 1 to Cycle 3)
| Statement | Category | Cycle 1 | Cycle 2 | Cycle 3 | C2→C3 Change |
|---|---|---|---|---|---|
| When preparing for a test/exam I teach someone else the material | Practice | 2.49 | 2.57 | 2.65 | +0.16 |
| I strive to achieve the goals I set for myself | Practice | 3.73 | 3.12 | 3.12 | +0.02 |
| When revising I mix different kinds of topics/subjects in one study session | Practice | 2.76 | 2.76 | 2.77 | +0.01 |
| I test myself on important topics until I remember them | Practice | 3.25 | 3.26 | 3.26 | +0.01 |
| I can control my nerves in tests/practical assessments | Attitude | 3.16 | 3.19 | 3.17 | +0.01 |
Statements Showing Decline (Cycle 1 to Cycle 3)
| Statement | Category | Cycle 1 | Cycle 2 | Cycle 3 | C2→C3 Change |
|---|---|---|---|---|---|
| I complete all my homework on time | Systems | 3.60 | 3.50 | 3.43 | -0.17 |
| I enjoy learning new things | Vision | 3.92 | 3.86 | 3.75 | -0.17 |
| I understand why education is important for my future | Vision | 4.15 | 4.06 | 3.97 | -0.18 |
| I work as hard as I can in most classes | Effort | 3.81 | 3.68 | 3.60 | -0.21 |
| I am a hard working student | Effort | 3.73 | 3.59 | 3.51 | -0.22 |
Strongest Beliefs (Top Performing Overall)
| Statement | Category | Cycle 1 | Cycle 2 | Cycle 3 | Average |
|---|---|---|---|---|---|
| I understand why education is important for my future | Vision | 4.15 | 4.06 | 3.97 | 4.06 |
| I like hearing feedback about how I can improve | Attitude | 3.92 | 3.87 | 3.80 | 3.86 |
| I enjoy learning new things | Vision | 3.92 | 3.86 | 3.75 | 3.84 |
| I work as hard as I can in most classes | Effort | 3.81 | 3.68 | 3.60 | 3.70 |
| I strive to achieve the goals I set for myself | Vision | 3.73 | 3.62 | 3.56 | 3.64 |
Areas for Development (Lowest Performing)
| Statement | Category | Cycle 1 | Cycle 2 | Cycle 3 | Average |
|---|---|---|---|---|---|
| I've worked out the next steps in my life | Vision | 3.08 | 3.11 | 3.06 | 3.08 |
| I use all my independent study time effectively | Effort | 2.97 | 2.88 | 2.95 | 2.93 |
| I spread out my revision, rather than cramming at the last minute | Practice | 2.93 | 2.88 | 2.87 | 2.90 |
| When revising I mix different kinds of topics/subjects in one study session | Practice | 2.76 | 2.76 | 2.77 | 2.76 |
| When preparing for a test/exam I teach someone else the material | Practice | 2.49 | 2.57 | 2.65 | 2.57 |
Key Statement Analysis Insights
- Biggest Overall Improvement: "When preparing for a test/exam I teach someone else the material" showed +0.16 improvement from Cycle 1 to 3
- Greatest Strength: Students strongly believe "I understand why education is important for my future" (Score: 4.06)
- Primary Challenge: Students struggle with "I've worked out the next steps in my life" (Score: 3.08)
Statement Agreement Analysis
Analysis of which statements students most and least agree with across all assessment cycles.
Top 10 - Students Strongly Agree
-
I understand why education is important for my future
Average Score: 4.06 | Category: Vision -
I like hearing feedback about how I can improve
Average Score: 3.86 | Category: Attitude -
I enjoy learning new things
Average Score: 3.84 | Category: Vision -
I work as hard as I can in most classes
Average Score: 3.70 | Category: Effort -
I strive to achieve the goals I set for myself
Average Score: 3.64 | Category: Vision
Bottom 10 - Students Least Agree
-
I've worked out the next steps in my life
Average Score: 3.08 | Category: Vision -
I use all my independent study time effectively
Average Score: 2.93 | Category: Effort -
I spread out my revision, rather than cramming at the last minute
Average Score: 2.90 | Category: Practice -
When revising I mix different kinds of topics/subjects in one study session
Average Score: 2.76 | Category: Practice -
When preparing for a test/exam I teach someone else the material
Average Score: 2.57 | Category: Practice
Interpretation Guide: Scores above 7.0 indicate strong agreement, scores between 5.0-7.0 show moderate agreement, and scores below 5.0 suggest areas where students lack confidence or need additional support. Focus interventions on bottom-scoring statements while leveraging strengths from top-scoring areas.