| Title: |
Transition Pedagogy for Student Success: A Guide to Translating Institutional Strategies into Faculty-Level Frameworks. A Practice Report |
| Language: |
English |
| Authors: |
Ali Enright; Helen Harrison; Eliza Kitchen; Samantha Kontra; Masha Smallhorn |
| Source: |
Student Success. 2025 16(3):122-131. |
| Availability: |
Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Foreign Countries; Educational Strategies; Models; Academic Achievement; Universities; Strategic Planning; Higher Education; College Students; Success; College Faculty; Program Implementation; Teaching Methods; Transitional Programs |
| Geographic Terms: |
Australia |
| ISSN: |
2205-0795 |
| Abstract: |
Transition pedagogy offers a solid foundation for developing whole-of-institution student success strategies due to its holistic approach. Generally, whole-of-institution student success strategies can be challenging to implement at the faculty level because they are necessarily broad. This practice report presents a step-by-step guide to translating broad university strategies into targeted, actionable, and cohesive faculty-level student success frameworks underpinned by transition pedagogy. We share a tested practice for developing and implementing faculty-level frameworks across six faculties in one Australian university. The guide includes ten steps, starting with reviewing the university's strategic goals to ensure alignment with institutional priorities, leveraging existing frameworks, and engaging key stakeholders to gather diverse perspectives and build support. We show that student success rates increased, and retention increased after the faculty-level frameworks were implemented. The guide is inclusive for diverse audiences and relevant for all those contributing to student success initiatives, regardless of their role at the institution. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1490193 |
| Database: |
ERIC |