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University of Strathclyde

Strathclyde University’s approach to the new student transitions enhancement theme will be informed by institutional activity and progress on previous Themes, particularly The First Year: Engagement and Empowerment, Graduate Attributes for the 21st Century and more recently their achievements with Developing and Supporting the Curriculum.  They will align Student Transitions with the University’s strategic priorities.

In summer 2014, four student interns at Strathclyde scoped Student Transitions into Higher Education.  This resulted in a substantial report, based on a student lifecycle approach, entitled Acceptance, Arrival and Beyond, which delivered a number of headline messages and key recommendations.  Strathclyde’s aim is to capitalise on those messages, review the recommendations and take them forward as appropriate.

Strathclyde intend to map their existing transition practices and develop a new set of Principles and Practices for engaging with student transitions.

The institutional lead is Mark Ellis.

Case Studies (2014-15)

Key Areas

  • Informed by the institutional activity and progress on previous themes:
    • The First Year: Engagement and Empowerment
    • Graduate Attributes for the 21st Century
    • Developing and Supporting the Curriculum

Actions

Year 1

  • Scoping exercise by four student interns looking at student transitions into Higher Education.  Resulted in a report, Acceptance, Arrival and Beyond, which had key headlines and recommendations
  • Establishing processes and structures to support the Theme
    • Oversight by a strategic institutional committee, the Learning Enhancement Committee, with a steering group reporting to it
    • Baselining student profile
    • Mapping their transition practices, including data mining
    • Monitoring and reviewing the student profile, with an emphasis on widening participation and access
    • Developing a set of Principles and Practices around student and staff engagement
    • Specific projects developed around the following variables:
      • Preparedness for university learning
      • The importance, duration and scope of the induction period
      • Awareness and promotion of support services
      • The inter-connectedness between academic and social integration

Years 2 and 3

  • Focus on transitions through and out of university
  • Embed principles and practices of student and staff engagement
  • Make a difference to how all students’ experience becoming and being a successful student