Exploring the expectations and experiences of first year students undergoing a tailored transition initiative


  • Brooke Harris-Reeves Griffith University, Australia
  • Andrew Pearson Griffith University, Australia
  • Helen Massa Griffith University, Australia


Transition, expectations, professional identity, motivation


Successful transition for students commencing university is a focus of increasing institutional interest and resourcing to optimise student success and retention. Investigation of student expectations of university commencement and their lived experience provides an opportunity for identification of a potential mismatch which has received less scrutiny. The Bachelor of Sport Development has an integrated transition initiative with an employability and academic skill development focussed curriculum, designed to support students' successful transition into university. The transition initiative was informed by the Five Senses of Success and First Year Curriculum Principles. This article reports student expectations in week one and at the completion of the first semester after experiencing the transition initiative. Students reported changes in their expectations, assessment concerns, and the assistance they expected from lecturers over this period. Students’ early exposure to employability-focused curriculum provided valuable insights into their future profession, consequently reinforcing their long-term goal of employment in the sport sector. Results highlight the effectiveness of the supportive, student focused strategies embedded within the tailored transition initiative in the first semester of study.


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How to Cite

Exploring the expectations and experiences of first year students undergoing a tailored transition initiative. (2022). Journal of University Teaching and Learning Practice, 19(3). https://open-publishing.org/journals/index.php/jutlp/article/view/581