期刊名称：Journal of Perspectives in Applied Academic Practice
电子版ISSN：2051-9788
出版年度：2017
卷号：5
期号：2
页码：85-92
DOI：10.14297/jpaap.v5i2.269
出版社：Edinburgh Napier University in collaboration with Aston University, the Universities of Dundee and Auckland
摘要：This study explores student transitions from further (FE) to higher (HE) education through the Associate Student Project (ASP) and examines the effectiveness of this enhanced transition programme for direct entry students. Universities are expected to plan transitions for young people, ensuring courses support articulation and provide seamless progression (Scottish Government, 2014). The Access in Scotland Report (Hunter Blackburn, Kadar-Satat, Riddell, & Weedon, 2016) called for further research into retention strategies for disadvantaged students and the development of appropriate support methods. Through the ASP, Edinburgh Napier University has introduced targeted learning opportunities to enhance student progression and attainment, by addressing barriers to success in the different HE environment, creating opportunities for students to develop their confidence and the academic skills which will help them to succeed at university. For some, the journey to university is seen as a ‘rite of passage’ (Giddens, 1991); others have no family history of university study and the journey from college to university is an unknown path. This research makes use of focus groups involving articulating students, both before and after transitions from college into adjacent degree courses, to examine their experience of the transition, combined with data from large scale surveys of all undergraduate students in the School of Computing and the associate students currently studying in college and, importantly, the university’s retention and attainment data.
关键词：transition; retention; attainment; college articulation; progression
