Abstract
The transition from further education into higher education represents on the most challenging stages of the student journey. Despite longstanding induction practices, continuation rates from Level 4 to Level 5 remain inconsistent across the sector, with many students experiencing barriers linked to academic readiness, belonging and self-confidence. Our proposal draws on a multi-institutional (11 HEIs) study that investigates how universities can better scaffold induction and transition, equipping students with the skills, support and sense of belonging needed to thrive. Building on insights from surveys and student roundtables, the project identifies both the limitations of current induction models and the opportunities for innovation. Central to this work is the development of a comprehensive toolkit designed to support universities in embedding effective transition strategies. The toolkit combines student informed recommendations, case studies of good practice and structured approaches to progression, moving students from directed study in Level 4/Year 1, to guided study at Level 5 to facilitated learning at Level 6. By reframing induction as an ongoing process rather than a one-off event, the project highlights practical strategies that address both academic and pastoral needs. The findings not only provide actionable resources for HEIs but also contribute to sector wide conversations on continuation, progression and equity of opportunity. Ultimately, this research argues for a shift from traditional induction towards a holistic and student-centred model that bridges the gap between arrival and belonging, laying the foundations for long term student success.
Presenters
George HuleneAssociate Dean of College of Business and Law, Coventry University, United Kingdom
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
STUDENT, SUCCESS, HIGHER EDUCATION, TRANSITION, INDUCTION, CONTINUATION, PROGRESSION, BELONGING, TOOLKIT
