摘要：Discussions around first-year experiences have been focused on student adjustment and inclusion into the culture and discourses of higher education. However, the issue is much broader and includes efforts of articulation of processes and continuity of experience. This guest-edited issue thus focuses on the wider issues and includes discussions on systemic articulation and ruptures in student experiences. Developmental shifts when entering higher education are experienced by students in a variety of ways. It is incumbent on higher education and the wider system to enable continuity of experience and articulation of systems in such a way that student success is at the centre. Thus, the core articles in this issue focus on systemic articulation, in and out of classroom experience and the operational and ontological engagement of students, beyond the first-year experience. Moreover, while discussions on university success are usually focused on higher education agency, it is essential that the silence around causality and influence of schooling and wider societal issues are recognised. The articles in this issue purposefully bring together such a wider perspective.
其他摘要：Discussions around first-year experiences have been focused on student adjustment and inclusion into the culture and discourses of higher education. However, the issue is much broader and includes efforts of articulation of processes and continuity of experience. This guest-edited issue thus focuses on the wider issues and includes discussions on systemic articulation and ruptures in student experiences. Developmental shifts when entering higher education are experienced by students in a variety of ways. It is incumbent on higher education and the wider system to enable continuity of experience and articulation of systems in such a way that student success is at the centre. Thus, the core articles in this issue focus on systemic articulation, in and out of classroom experience and the operational and ontological engagement of students, beyond the first-year experience. Moreover, while discussions on university success are usually focused on higher education agency, it is essential that the silence around causality and influence of schooling and wider societal issues are recognised. The articles in this issue purposefully bring together such a wider perspective.
