Context: Set in context of UK higher education transitions. Makes case that transition = underexplored
Aim: To explore challenges faced 'in ensuring effective student transition'; to offer a model of process of transition; "to enhance institutional learning across the transition 'bridge', to provide conceptual thinking and to offer guidelines for university personnel seeking optimal conditions for effective transition and learner success" (p.4). Scopes literature on transition (e.g. Tinto, 1987) and on student expectations, encouraging potential students, student diversity, learner identity, university support systems, learning and teaching in higher education
Theoretical frame:
Methodology: Draws on two sources of data: international literature and data collected from two studies at University of Newcastle (UK): 'Bridging the Gap' project (Briggs et al., 2009) = case studies of 4 transition programs and interviews with students and staff at school, FE colleges and HE students + questionnaire/ 'Exploring Transition' (Clark & Hall, 2010) - online questionnaire of all first year students (n=1222) + focus groups
Findings:
Themes: Early and up-to-date information = influences student aspiration for university positively. Good communication needed. 3 main types of preparation/outreach program: generic, focused, pedagogical [discipline-oriented]. Support needs to be targeted for students who could not attend visits, individual attention, consistency in staffing and support, enthusiasm and encouragement.
Conceptualisation of transition through modelling (focuses on factors under university control) - relating to learner identity formation. Model = non-sequential - some elements "may reinforce each other and some processes may need to be repeated" (p.15). Factors =
- personal contact;
- multiple opportunities;
- clarity of structure;
- apposite information;
- accessibility of people and curriculum;
- purposeful liaison;
- awareness of the individual within the process
Implications for practice: While students are in school, they benefit from receiving information, encouragement and one-to-one support. This necessitates close contact and communication via educational levels.
Core argument: Development of learner identity = central to successful transition into higher education. Individual attention = important: "Even within the organisational web of school, college and university liaison which is necessary for student transition to higher education, both primary and secondary data in this study have shown that this human touch is possible: the challenge to those managing university systems is how to achieve it" (p.18)
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Building bridges: understanding student transition to university
Date: 2012
Author: Briggs, A.; Clark, J.; Hall, I.
Location: Australia
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Building pathways to academic success. A Practice Report
Date: 2012
Author: McIntyre, J.; Todd, N.; Huijser, H.; Tehan, G
Location: Australia
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Building student belonging and engagement: insights into higher education students' experiences of participating and learning together
Date: 2015
Author: Masika, R.; Jones, J.
Location: United Kingdom
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Building Student Engagement and Belonging in Higher Education at a Time of Change.
Date: 2012
Author: Thomas, L.
Location: United Kingdom
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By Chance or by Plan?: The Academic Success of Nontraditional Students in Higher Education
Date: 2018
Author: Wong, B.
Location: United Kingdom
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Calculating Student Aspiration: Bourdieu, Spatiality
Date: 2015
Author: Gale, T.;Parker, S.
Location: Australia
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Can VET Help Create a More Inclusive Society?
Date: 2016
Author: Buddelmeyer, H.;Polidano, C.
Location: Australia
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Can't be what you can't see': The Transition of Aboriginal and Torres Strait Islander Students in Higher Education.
Date: 2014
Author: Kinnane, S.; Wilks, J.; Wilson, K.; Hughes, T.; Thomas, S.
Location: Australia
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Capabilities and Aspirations
Date: 2005
Author: Nathan, D.
Location: Bangladesh
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Care as a threshold concept for teaching in the salutogenic university
Date: 2019
Author: Kinchin, I.
Location: United Kingdom
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Care in Academia: An Exploration of Student Parents' Experiences
Date: 2013
Author: Moreau, M.P.; Kerner, C.
Location: United Kingdom
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Care leavers in Australian higher education: Towards evidence-based practice
Date: 2016
Author: Harvey, A.; Andrewartha, L.; Luckman, M.
Location: Australia
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Career boundaries and employability perceptions: an exploratory study with graduates
Date: 2019
Author: Santos, G.
Location: Portugal
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Career development needs of low socio-economic status university students
Date: 2011
Author: Doyle, E.
Location: Australia
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Carefree conferences? Academics with caring responsibilities performing mobile academic subjectivities
Date: 2019
Author: Henderson, E.; Moreau, M.P.
Location: United Kingdom
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Carelessness: A hidden doxa of higher education
Date: 2010
Author: Lynch, K.
Location: Ireland
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Caring and Empowerment: A teacher educator's reflection on an ethical dilemma
Date: 2000
Author: Sumison, J.
Location: Australia
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Caring and Higher Education
Themes:
lensResearchlensLiterature ReviewlensOpen Access BibliographylensHigher EducationaddView Annotation