Moving Beyond First Year: An Exploration of Staff and Student Experience
DOI:
https://doi.org/10.5204/ssj.1802Keywords:
Retention, Transition, First year, Second year, curriculum designAbstract
Transition pedagogy has had a major impact on the first year experience for higher education students in Australia. Similarly, there has been a significant focus on transitioning students from their final year of study to employment. Considerably fewer studies have sought to understand the “middle child”; the years in between the first and final year of study. Staff at a metropolitan Australian university noticed an increase in students struggling with university life after the first year of their program, with students purposefully withdrawing from courses or their program entirely. This article reports on focus groups held with staff and feedback via a student survey. Findings suggest the challenges faced by students in second year are multi-faceted, and curriculum and delivery should be intentionally designed to support students through a series of transitions throughout the university journey.
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Copyright (c) 2021 David Birbeck, Lois McKellar, Kat Kenyon
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.