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

Christine Armstrong

doi:10.5920/fields.2015.1110

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.

Highlights

Over recent years, improving student retention has become a priority for the Higher Education (HE) sector (National Audit Office (NAO), 2007) and, for post1992 universities, many of whom enrol a high proportion of students from a widening participation background and who, in some cases, have a lower than average retention rate (Higher Education Statistics Agency, 2014)
Findings are discussed under the key themes of expectations and decision making; academic integration; social integration and social networking
Students’ overall experiences of the transition to HE The majority of students surveyed (63%) said they found the transition to HE quite easy or very easy (Q), with students commenting “it’s been pretty easy” (FG4) and the experience was “better than I expected” (FG1), supporting Sheridan and Dunne’s (2012, p.237) observations that “...the majority of students make a successful transition to higher level education”

Summary

Introduction

Over recent years, improving student retention has become a priority for the Higher Education (HE) sector (National Audit Office (NAO), 2007) and, for post1992 universities, many of whom enrol a high proportion of students from a widening participation background and who, in some cases, have a lower than average retention rate (Higher Education Statistics Agency, 2014). By reporting on the findings of a small-scale study, set in a post-1992 university in the north of England (hereafter referred to as the University), this paper aims to improve understanding of students’ transition and evaluate the effectiveness of initiatives implemented to support this transition. The University is committed to widening access to HE and, enrols a high proportion of students from social groups who are under-represented in HE, resulting in a diverse student body with differing past educational experience. To support these students’ transition, the University has implemented a number of initiatives, both preentry and during the first year, including open days; web-based information; social network sites; induction programmes and interaction with current students. Students on Bachelors degree courses were chosen as the subject of the research as they make up the majority of the University’s undergraduate provision

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Conclusion