Abstract
The aim of this phenomenographic study was to investigate how first year students are inducted into the academic literacies of their discipline as this is often identified as a contributing factor to student experience. The study involved interviewing 35 students and five lecturers from a study program in an Australian university. The findings revealed: 1) there was disparity between different stakeholders’ expectations about the learning and teaching needs of students in Higher Education; 2) not all first year students had the expected academic literacies to engage in the discourses of their discipline; 3) scaffolding of disciplinary literacies was not being undertaken consistently; and 4) lecturers were uncertain about the level of scaffolding that should be provided to first year students.
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