Expanding your provision across the whole institution
Keywords:transitions, academic success, retention and success
This joint case study, delivered as a mini-keynote, presented and reflected on the ways in which we had adopted a whole-institution response to transition to new stages of learning and research. The case study highlighted the ways in which Learning and Researcher Development teams can offer a transformational transition experience for our students and researchers (Cage et al., 2021; Thompson, Pawson and Evans, 2021), and provided evidence of impact through evaluation and analysis.
We discussed two institution-wide projects, designed and implemented by the Learning and the Researcher Development teams at the University of Glasgow, to transform our approaches to transition for key groups of students. We also discussed the ways in which we adopted a large-scale approach that provided for excellence in student and researcher transition into our institution.
The questions used the focus the small group discussions were:
- What are the key needs of students transitioning into, through and out of your institution?
- What are the key challenges and opportunities for working at scale across (large areas of) your institution?
- In an ideal world, what large-scale initiative would you pick to do first to most benefit your students? Why?
Cage, E., Jones, E., Ryan, G., Hughes, G. and Spanner, L. (2021) ‘Student mental health and transitions into, through and out of university: student and staff perspectives’, Journal of Further and Higher Education, 45(8), pp.1076-1089. https://doi.org/10.1080/0309877X.2021.1875203.
Thompson, M., Pawson, C. and Evans, B. (2021) ‘Navigating entry into higher education: the transition to independent learning and living’, Journal of Further and Higher Education, pp.1-13. https://doi.org/10.1080/0309877X.2021.1933400.
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