Exploring the first-year experience in a diverse population: Using participatory action research to explore strategies to support student transition into fast-track undergraduate degree programs

Hazel Maxwell,Marguerite Bramble,Craig Campbell,Rochelle Einboden,Sally Farrington,Richard Say,Caroline Yeh,Greg Rickard,Chin-Liang Beha,Grace Stankiewicz

doi:10.5204/ssj.v9i4.653

Hazel Maxwell, Marguerite Bramble + Show 8 more

Open Access

https://doi.org/10.5204/ssj.v9i4.653

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Abstract

As the cohort of students in Australian universities become increasingly diverse, attention to ensuring their success is an emerging issue of social justice in tertiary education. Navigating transitions through the student journey is crucial to their success. Exploring and responding to the needs of a cohort of first-year students is the focus of this research. Using a participatory action approach, this project aimed to discover what is meaningful for first-year students, by exploring how students experienced the processes of admission, enrolment, commencement, and learning and teaching in two fast-track and one online health degrees. Nine students were partnered with nine academics for a six-month period. The analysis offers insights into equity issues in relation to the institution’s admission processes, the quality of support and engagement from academics to students when transitioning to university life, and how students find their ‘place’. Strategies to support the transition process for first-year students are identified and discussed.

Highlights

As the cohort of students in Australian universities become increasingly diverse, attention to ensuring their success is an emerging issue of social justice in tertiary education
First-year students are most vulnerable to withdrawal early in their first semester (Wilson et al, 2016), initial experience sets the stage for successful transition
Attention to the first-year experience has resulted in the development of a transition pedagogy in higher education and tailored strategies focused on this initial transition (Kift, 2009; Kift, Nelson, & Clarke, 2010)

Summary

Introduction

As the cohort of students in Australian universities become increasingly diverse, attention to ensuring their success is an emerging issue of social justice in tertiary education. The analysis offers insights into equity issues in relation to the institution’s admission processes, the quality of support and engagement from academics to students when transitioning to university life, and how students find their ‘place’. Student retention relates to successful transition into a degree program (James Cook University, 2017). The ‘student lifecycle’ involves multiple transitions: identification of the course and institution at which students wish to study; navigating admissions, enrolment, and orientation; course and unit induction; development of learning strategies; and the completion of the degree. First-year students are most vulnerable to withdrawal early in their first semester (Wilson et al, 2016), initial experience sets the stage for successful transition. Retention is improved when student needs are met; including a high quality academic experience with good faculty, peer and social support (Wilson et al, 2016). Attention to the first-year experience has resulted in the development of a transition pedagogy in higher education and tailored strategies focused on this initial transition (Kift, 2009; Kift, Nelson, & Clarke, 2010)

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