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Navigating student transition in higher education: induction, development, becoming

Gale, Trevor and Parker, Stephen 2014, Navigating student transition in higher education: induction, development, becoming. In Brook, Heather, Fergie, Dean, Maeorg, Mick and Michell, Dee (ed), Universities in transition : foregrounding social contexts of knowledge in the first year experience, University of Adelaide Press, Adelaide, S. Aust., pp.13-39, doi: 10.20851/universities-transition.

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Title Navigating student transition in higher education: induction, development, becoming
Author(s) Gale, TrevorORCID iD for Gale, Trevor orcid.org/0000-0003-3927-9267
Parker, Stephen
Title of book Universities in transition : foregrounding social contexts of knowledge in the first year experience
Editor(s) Brook, Heather
Fergie, Dean
Maeorg, Mick
Michell, Dee
Publication date 2014
Chapter number 1
Total chapters 9
Start page 13
End page 39
Total pages 27
Publisher University of Adelaide Press
Place of Publication Adelaide, S. Aust.
Keyword(s) student transition
higher education
Summary Student transition into higher education (HE) has increased in importance in recent times, with the growing trend in OECD nations towards universal HE provision and the concomitant widening of participation to include previously under-represented groups. However, 'transition' as a concept has remained largely uncontested and taken for granted, particularly by practitioners but also by many researchers. Based on an analysis of recent research in the field, the chapter suggests three broad ways in which transition can be conceived and, hence, three approaches to managing and supporting student transition in HE: as (1) induction; (2) development; and (3) becoming. The third — transition as 'becoming' — offers the most theoretically sophisticated and student sympathetic account, and has the greatest potential for transforming understandings of, and practices that support, transitions in HE. It is also the least prevalent and least well-understood. Apart from being explicit about how transition is defined, this chapter argues that future research in the field needs to foreground students' lived realities and to broaden its theoretical and empirical base if students' capacities to navigate change are to be fully understood and resourced.
ISBN 9781922064820
9781922064837
9781922064844
9781922064851
Language eng
DOI 10.20851/universities-transition
Field of Research 130103 Higher Education
160809 Sociology of Education
130199 Education systems not elsewhere classified
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category B1 Book chapter
Copyright notice ©2014, The Contributors
Free to Read? Yes
Use Rights Creative Commons Attribution noncommercial no derivatives licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051426

Document type: Book Chapter
Collections: School of Education
Open Access Collection
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Created: Mon, 18 Mar 2013, 12:59:42 EST by Trevor Gale

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.