Enhancing the transition of commencing students into university: an institution-wide approach

Abstract

The importance of the first year experience (FYE) to success at university is well documented and supported with the transition into university regarded as crucial. While there is also support for the notion that a successful FYE should have a whole-of-institution focus and models have been proposed, many institutions still face challenges in achieving institution-wide FYE program implementation. This paper discusses the origins, theoretical and empirical bases and structure of an institution-wide approach to the FYE. It uses a case study of the Transitions In Project (TIP) at the Queensland University of Technology to illustrate how institution-wide FYE program implementation can be achieved and sustained. The TIP had four interrelated projects focusing on at-risk students, first year curriculum, learning resources and staff development. The key aim of TIP was to identify good practice and institutionalise it in a sustainable way. The degree of success in achieving this is evaluated.

Keywords:

• engagement
• first year experience
• retention
• transition

Acknowledgements

The authors would like to acknowledge the work of Tracy Creagh, Carole Quinn, Andrew Marrington, Natasha Shaw and Margot Duncan in various aspects of TIP, Jane Williamson for her co-direction of the project in its early stages and Sally Kift for her enormous contribution to the policy and practice bases on which TIP was able to build. Further, the first year students and our academic and professional colleagues need special mention for their willing involvement in and invaluable contribution to the project. Finally, the authors would like to thank the reviewers for their very useful and constructive comments.

Notes

Strictly speaking, these four activities are sub-projects within TIP. However, as each sub-project grew in significance, continuing to use ‘sub’ seemed inappropriate as each was worthy of status as a stand-alone project. Further, the terminology is cumbersome. As a consequence, within TIP, the sub-projects were referred to as ‘projects,’ a convention that is adopted henceforth in this article.

For a brief history of the evolution of generational approaches to FYE, see Wilson (2009) and Kift et al. (2010).

The presentations at the Pacific Rim First Year in Higher Education Conferences are available through the ‘Past Papers’ prompt on http://www.fyhe.qut.edu.au