This article explores challenges in ensuring effective student transition from school or college to university. It examines the complex liaison needed for students to progress to appropriate courses, settle into university life and succeed as higher education learners. Secondary data (international literature on transition and the formation of learner identity) are analysed to identify underpinning concepts. Primary data are taken from two studies of student transition in England using student and staff surveys, student focus groups, staff interviews and staff-student conferences that discussed selected project data sets. The article goes on to offer a model of the process of transition and the formation of learner identity. It proposes that the development of higher education learner identity is essential to student achievement and is initially encouraged where schools, colleges and universities adopt integrated systems of transition. This has clear implications for practice for higher education administrators, academics and quality officers.

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This research examines the work of middle managers in English further education colleges holding a range of responsibilities. Case study research at four colleges drew on data from senior managers, middle managers and their teams, college documents and observation of meetings. The enquiry focused upon the aspects of role performed by the managers, the environment for management within which they carry out their role, and features of the college environment which enable and impede them in their work. Five aspects of role were identified and discussed, those of corporate agent, implementer, staff manager, liaison and leader. Factors within the college environment which impact positively and negatively upon the role were modelled in order to locate the key influences upon the effectiveness of the manager role, and thereby the effectiveness of the college.

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