An evaluation of initiatives implemented to support undergraduate students’ transition into Higher Education at one post-1992 university

Abstract

Supporting students in the transition to Higher Education is crucial to improving retention. Set in a post-1992 university, admitting a high proportion of students from a widening participation background, this paper analyses first year undergraduate students' experience of their transition and, in particular, the initiatives implemented to support them. Through questionnaires and focus groups with students and interviews with course leaders, the study identifies the importance of pre-entry and first year engagement in helping students make proactive decisions, develop realistic expectations and integrate both socially and academically. A number of initiatives were evaluated and these were largely positive with the majority successfully managing the transition. However, student transition and retention is multi-faceted and this paper demonstrates the challenges post-1992 universities face in supporting a diverse student body. Nevertheless, areas of good practice were identified, including opportunities for social integration during induction and the use of course social network sites.

Pre-induction supports for flexible learners: The Head Start Online MOOC pilot

“…Students are most likely to withdraw in their first year (Jones, 2008;Quinn et al, 2005;Yorke, 1999;Yorke & Longden, 2007). However, active support of students during the transition period, can develop skills needed for success in the longer term (Armstrong, 2015;Nash, 2005;Nichols, 2011;Thomas, 2012, Thomas, Hill, O'Mahony, & York, 2017. Given that the transitional period is a phased process, both pre-entry and on-entry supports should be utilised (Shillington et al 2012;Stone, 2012;Thomas, 2012;Thomas et al 2017).…”