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Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University


The first year university experience is inherently linked to student retention and success. First year students are often unprepared for the academic requirements of university, which can result in stress, poor student outcomes and low student retention rates. Although there is considerable literature on the challenges students face when transitioning to university, there is limited research on successful interdisciplinary for-credit transition subjects that support students, particularly in Australia. An interdisciplinary for-credit transition subject for first year university students was designed, implemented and evaluated to determine students’ perceptions of its effectiveness in preparing them for the academic demands of university. Thematic analysis of 36 qualitative interviews with students was conducted. Students reported having gained knowledge and confidence in the essential academic skills required for university and therefore felt more prepared. Implementing similar subjects in other settings may provide a strategy to support students’ transition to university.

Published: 2019-09-30
Pages:1 to 13

Author Biography

University of Wollongong
Australia Australia

Heike is a Lecturer in the School of Health and Society at the University of Wollongong, Australia, a Conjoint Lecturer at the School of Public Health and Community Medicine, UNSW, Australia, and a Lecturer at University of Wollongong College, Australia. Her research has a focus on increasing self-efficacy and she has an interest in supporting students transitioning to undergraduate or postgraduate level study.  

Open Access Journal
ISSN 2205-0795