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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Turiel, E. (2007) · Wiley eBooks · doi:10.1002/9780470147658.chpsy0313 · Cited by 2,156
RESEARCH AND PRACTICE OF STUDENT RETENTION: WHAT NEXT?
Tinto, V. (2006) · Journal of College Student Retention: Research, Theory & Practice · doi:10.2190/4ynu-4tmb-22dj-an4w · Cited by 1,936
Review of Australian Higher Education: final report
Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008) · Cited by 1,532
College Student Retention: Formula for Student Success.
Seidman, A. (2005) · ScholarWorks (Walden University) · Cited by 750
The value of student engagement for higher education quality assurance
Coates, H. (2005) · Quality in Higher Education · doi:10.1080/13538320500074915 · Cited by 679
The First Year Experience in Australian Universities: Findings from a decade of National Studies
Krause, K.-L. D., Hartley, R. S., James, R. H., & Mcinnis, C. (2005) · Cited by 675
First Things First: Developing Academic Competence in the First Year of College*
Reason, R. D., Terenzini, P. T., & Domingo, R. J. (2006) · Research in Higher Education · doi:10.1007/s11162-005-8884-4 · Cited by 436
Upcraft, M. L., Gardner, J. N., & Barefoot, B. O. (2004) · Cited by 420
Access Without Support is not Opportunity
Engstrom, C. M., & Tinto, V. (2008) · Change The Magazine of Higher Learning · doi:10.3200/chng.40.1.46-50 · Cited by 407
Christchurch, New Zealand, 2019
Rofes, E. (2021) · doi:10.5040/9798881813888.ch-9 · Cited by 403
The first year experience in Australian universities: findings from 1994 to 2009
James, R. H., Krause, K.-L. D., & Jennings, C. (2010) · Griffith Research Online · Cited by 359
Trends in the first year experience in Australian universities
McInnis, C. (2000) · Cited by 275
The first-year experience in higher education in the UK:final report
Yorke, M., & Longden, B. (2008) · Lancaster EPrints (Lancaster University) · Cited by 271
Hirt, J. B. (2005) · Journal of college student development · doi:10.1353/csd.2005.0049 · Cited by 242
Enhancing the early student experience
Trotter, E., & Roberts, C. A. (2006) · Higher Education Research & Development · doi:10.1080/07294360600947368 · Cited by 157
Beyond curriculum reform: embedding the transition experience
Kift, S., & Nelson, K. J. (2005) · Cited by 139
Self-citationSigns of disengagement? The changing undergraduate experience in Australian universities
McInnis, C. (2001) · Minerva Access (University of Melbourne) · Cited by 135
Hodges, A., & Grayson, D. (2001) · Cited by 128
Developing Social and Personal Competence in the First Year of College
Reason, R. D., Terenzini, P. T., & Domingo, R. J. (2007) · Review of higher education/The review of higher education · doi:10.1353/rhe.2007.0012 · Cited by 117
Kift, S. (2008) · QUT ePrints (Queensland University of Technology) · Cited by 110
Self-citationCourse change and attrition from higher education
McMillan, J. (2005) · ACEReSearch Repository (Australian Council for Educational Research) · Cited by 83
Nelson, K. J., Duncan, M., & Clarke, J. (2009) · University of Southern Queensland ePrints (University of Southern Queensland) · Cited by 77
Self-citationStudent persistence and degree attainment beyond the first year in college: The need for research
Crisp, G. (2005) · Cited by 73
Addressing diversity in higher education: two models for facilitating student engagement and mastery
Lawrence, J. (2005) · University of Southern Queensland ePrints (University of Southern Queensland) · Cited by 72
Nelson, K. J., Kift, S., Humphreys, J. K., & Harper, W. (2006) · University of Southern Queensland ePrints (University of Southern Queensland) · Cited by 70
Self-citationEvaluating the First Year Experience: Students' Knowledge, Attitudes, and Behaviors
Schrader, P. G., & Brown, S. W. (2008) · Journal of Advanced Academics · doi:10.4219/jaa-2008-775 · Cited by 68
Organising First Year Engagement Around Learning: Formal and Informal Curriculum Intervention
Kift, S. (2004) · Cited by 47
Self-citationKift, S., & Field, R. (2009) · QUT ePrints (Queensland University of Technology) · Cited by 43
Self-citationMcMillan, J. (2005) · Cited by 39
Kift, S. (2002) · Cited by 36
Self-citationExpectations and realities for first year students at an Australian university
Nelson, K. J., Kift, S., & Clarke, J. A. (2008) · Cited by 33
Self-citationCoates, H. B. (2009) · Minerva Access (University of Melbourne) · Cited by 22
'First Portal in a Storm': A Virtual Space for Transition Students
Nelson, K. J., Kift, S., & Harper, W. (2005) · University of Southern Queensland ePrints (University of Southern Queensland) · Cited by 18
Self-citationMarrington, A., Nelson, K. J., & Clarke, J. A. (2010) · University of Southern Queensland ePrints (University of Southern Queensland) · Cited by 12
Self-citationOperationalising first year curriculum principles
Duncan, M., Quinn, C., Nelson, K. J., Smith, J., Creagh, T., & Clarke, J. A. (2009) · University of Southern Queensland ePrints (University of Southern Queensland) · Cited by 2
Self-citationThe First Year Renewal to Engage Learners in Law
Kift, S. (2003) · QUT ePrints (Queensland University of Technology) · Cited by 2
Self-citationCreagh, T., Nelson, K. J., & Clarke, J. A. (2010) · University of Southern Queensland ePrints (University of Southern Queensland) · Cited by 1
Self-citation
Cited by
Sorted by citations
Rethinking models of feedback for learning: the challenge of design
Boud, D., & Molloy, E. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.691462 · Cited by 1,636
Navigating change: a typology of student transition in higher education
Gale, T., & Parker, S. (2012) · Studies in Higher Education · doi:10.1080/03075079.2012.721351 · Cited by 606
Crawford, J., Allen, K.-A., Pani, B., & Cowling, M. (2024) · Studies in Higher Education · doi:10.1080/03075079.2024.2326956 · Cited by 224
Student belongingness in higher education: Lessons for Professors from the COVID-19 pandemic
Tice, D. M., Baumeister, R. F., Crawford, J., Allen, K., & Percy, A. (2021) · Journal of University Teaching and Learning Practice · doi:10.53761/1.18.4.2 · Cited by 129
Good practice for enhancing the engagement and success of commencing students
Nelson, K. J., Quinn, C., Marrington, A., & Clarke, J. A. (2011) · Higher Education · doi:10.1007/s10734-011-9426-y · Cited by 120
Self-citation
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
