The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Transition pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector
Open accessAbstract
Current research and practice related to the first year experience (FYE) of commencing higher education students are still mainly piecemeal rather than institution-wide with institutions struggling to achieve cross-institutional integration, coordination and coherence of FYE policy and practice.Drawing on a decade of FYE-related research including an ALTC Senior Fellowship and evidence at a large Australian metropolitan university, this paper explores how one institution has addressed that issue by tracing the evolution and maturation of strategies that ultimately conceptualize FYE as "everybody's business."It is argued that, when first generation co-curricular and second generation curricular approaches are integrated and implemented through an intentionally designed curriculum by seamless partnerships of academic and professional staff in a whole-of-institution transformation, we have a third generation approach labelled here as transition pedagogy.It is suggested that transition pedagogy provides the optimal vehicle for dealing with the increasingly diverse commencing student cohorts by facilitating a sense of engagement, support and belonging.What is presented here is an example of transition pedagogy in action.
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“However, considerable recent work on student engagement in higher education has sought to challenge this perception and arrange for the transition pedagogy of the first year experience to be one that generates high levels of student engagement and the development of the identity of students 'as learners' who are proactive in their dispositions (see, for example, Kift et al 2010).”
From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Kift et al 2010
In the citing paper
“While it is expected that students who enter higher education will be accomplished learners who take responsibility for their own learning, the experience of those who teach them suggests that this assumption is not as well-founded as they would desire (Kift, Nelson and Clarke 2010).”
From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Kift, Nelson and Clarke 2010
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Metadata
- Authors
- Kift, S., Nelson, K., & Clarke, J.
- Affiliations
- Queensland University of Technology (AU)
- Venue
- The International Journal of the First Year in Higher Education
- Publisher
- Queensland University of Technology
- Published
- 2010-07-21
- Volume
- 1
- Issue
- 1
- ISSN
- 1838-2959 (ISSN-L)
- OpenAlex
- W1988629989
- Cited by
- 377
- References
- 37
- Citations by year
- 2026: 10 · 2025: 7 · 2024: 21 · 2023: 19 · 2022: 25 · 2021: 29 · 2020: 23 · 2019: 25 · 2018: 25 · 2017: 22 · 2016: 42 · 2015: 30 · 2014: 37 · 2013: 33 · 2012: 16
- FWCI
- 92.16
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Student Success (publishedVersion, cc-by)
- University of Southern Queensland ePrints (University of Southern Queensland) (acceptedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- USC Research Bank (University of the Sunshine Coast) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Education › Education and Military Integration
- Keywords
- transition pedagogy, first-year experience, transition to higher education, first-generation college students, second-generation students, extracurricular activities, curriculum development, student engagement, school belonging
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