The co-creation of a successful transition into Higher Education – What do students think matters?

Vicky Hunter (Leeds Trinity University)
Kirsty Grace (Leeds Trinity University)
Nicola Arjomandkhah (Leeds Trinity University)

Tuesday, April 9, 2024 10:00 AM - 10:45 AM

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Session Outline


The term transition into HE is used to describe a young person’s entrance into university (Gale & Parker, 2014; MacFarlane, 2018; Meehan & Howells, 2019). Three areas matter to new students – who their staff are going to be, the nature of their programmes and studies and developing a sense of belonging once they arrive (Meehan & Howells, 2019). How this is achieved is open to debate and interpretation. Students enter HE as emerging adults (Arnett, 2004) and as Johansson & Felton (2014) state clear transition strategies will help students to settle in to university life.

The conference presentation will be presented by student researchers from Leeds Trinity University and will explore the co-creation journey the undertook to develop the Student Transitions Project.

This transitions project developed from a co-creation funding pot that encouraged staff and students to work side by side in a research team. It developed into a student pathway into HE and will focus on helping students find a sense of place, improving their sense of belonging and providing them with a toolkit to succeed at university. The presentation will be led by the students who undertook the research and will explore their experiences of the co-creation process, the best practice that they found during the research, how the collected data from our student population and what framework they have designed as a result of the analysis.

This conference abstract is at this stage quite short as we are at the start of our journey, we are excited to be coming along as a staff student research team to present our progress, findings and plans for September 2024 to you. We hope you will act as critical friends, encouraging our students in their research journey and helping them to produce the best transitions model possible

Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and Tutoring
I5 - The characteristics, needs, and experiences of major and emerging student populations
R3 - Motivate, encourage, and support students to recognize their potential, meet challenges, and respect individuality
P1 - Create and support environments that consider the needs and perspectives of students, and respect individual learners