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Research into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2014). It is also crucial that it is combined with peer support if students are going to settle into university life (Hamshire, Jack, Prowse, & Wibberley, 2015a). This article seeks to explore the potential value and purposes of peer assisted learning (PAL) as a tool to increase the social and academic integration of first year university students. Focus group interviews (n=16) were conducted between the spring and autumn of 2013 with first-year students (n=93) enrolled in the Faculty of Educational Sciences (Psychology and Educational sciences) at the Free University of Brussels. By using the method of appreciative inquiry (AI), respondents suggested that peer-assisted learning methods are important tools for enhancing social and academic integration.  In this sense, tutoring and mentoring need to address specific criteria on at least two organisational dimensions (Topping & Ehly, 2001): (a) objectives of the subject and (b) contact installation. This article aims to prompt further discussion on the potential, value and purposes of peer-assisted learning programmes for integration.

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This paper investigates the social integration (in relation to academic integration) of first year students during the first semester at university. Sixteen focus group sessions and 37 individual face-to-face interviews were conducted with 154 first-year Psychology and Educational Science students from a Dutch-speaking University in Belgium. Through the lens of appreciative inquiry, student-facilitated strategies such as welcome activities, campus tours, workshops and extra-curricular and co-curricular activities seemed important in enhancing both social and academic integration. Contact with older students was highly valued, but this did not involve all students and could have negative side effects for some. Participants emphasized the need for inclusivity of activities. Information technology such as Facebook could provide an important informal bridge. Participants also valued onward opportunities to develop age-peer friendships which sustained their well-being and academic motivation throughout the first year. However, the peer interaction and learning provided did not fully address the social developmental needs among all newcomers. The consequences of these findings for future research, peer learning practices and institutional policy are discussed.