Transition and Induction Good Practice Guide for Staff

The transition into higher education (HE) is a significant period in a student's life, requiring the acquisition of new academic and social skills. Successful induction into HE, typically facilitated through induction activities, reduces dropout risk. However, many argue the transition should be an ongoing process throughout the first year, requiring students to engage in learning activities and understand the culture of their study environment. Theoretical models by Tinto (1975) and Nicholson (1990) offer frameworks for understanding this transition. Tinto's model emphasises social integration through meaningful interactions, while Nicholson's model presents the transition as a cyclical process of preparation, encounter, adjustment, and stabilisation.

In a recent Unibuddy survey of 1500 first-year students, lack of confidence was shown to underpin many of the concerns voiced by students transitioning into HE (Unibuddy, 2023). Specifically, the research found that: over 50% of students somewhat or completely lacked confidence in their academic abilities; 67% lacked confidence in their social abilities; 1 in 4 felt nervous; 20% were feeling anxious, and just 28% said that they were feeling excited about going to university. Additionally, ​​over half reported mental health issues, and 30% are seriously concerned about their finances. These anxieties increased as the students neared arrival at their chosen institution. Over 30% of students had low or no confidence at all that they would continue until graduation.