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Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education

Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education

Heather Elizabeth Branigan, Sally L. Middleton, Jacqui Hutchison
Copyright: © 2023 |Pages: 26
ISBN13: 9781668481981|ISBN10: 1668481987|ISBN13 Softcover: 9781668482025|EISBN13: 9781668481998
DOI: 10.4018/978-1-6684-8198-1.ch005
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MLA

Branigan, Heather Elizabeth, et al. "Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education." Perspectives on Enhancing Student Transition Into Higher Education and Beyond, edited by Debra Willison and Emma Henderson, IGI Global, 2023, pp. 95-120. https://doi.org/10.4018/978-1-6684-8198-1.ch005

APA

Branigan, H. E., Middleton, S. L., & Hutchison, J. (2023). Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education. In D. Willison & E. Henderson (Eds.), Perspectives on Enhancing Student Transition Into Higher Education and Beyond (pp. 95-120). IGI Global. https://doi.org/10.4018/978-1-6684-8198-1.ch005

Chicago

Branigan, Heather Elizabeth, Sally L. Middleton, and Jacqui Hutchison. "Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education." In Perspectives on Enhancing Student Transition Into Higher Education and Beyond, edited by Debra Willison and Emma Henderson, 95-120. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8198-1.ch005

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Abstract

This chapter outlines a multi-phased project aiming to understand and enhance the transition experiences of advanced entry (AE) students (i.e., college students entering university directly into second or third year with SQA HNC/HND qualifications). The project team includes academic and professional services staff with heavy involvement from student interns, giving a unique insight into transition support for AE students. Data were collected through student focus groups and a staff survey. Focus groups highlighted perceived gaps in support as students transition through(out) university, suggesting students lack knowledge about existing resources and desire more peer support. Resultantly, a new online toolkit has been developed to host existing support and new resources developed for students by students. Staff survey findings highlighted variation in knowledge of and contact with AE students, leading to consideration of how to better support staff to support these students. Findings can be applied to the wider sector such as students transferring from other universities.

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