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Support for the Transition Model has now ceased. This page is for reference only.
The aim of the O.A.C Transition Model is multifaceted; it can be used to support:
The learner's expectations of learning & teaching in H.E. How they will be expected to be independent, autonomous and actively engage with their studies
As an introduction to Applied Learning a feature of all courses at Sheffield Hallam
As a focus on the individual learner. Their experience to-date and what they bring with them to their course as valued
An introduction to the notion of employability with the Connect sections offering accounts of theory into practice by professional practitioners
To foster a sense of belonging to their course, academic team and peers through collaborative tasks
The evaluation and feedback from academics and their students reflects how the O.A.C Transition Model is meeting these objectives. Take a look at our range of case studies that demonstrate how the O.A.C Model is supporting transition and its impact on learner
Following a positive response within the pilot year in the 2018/19 academic year, the model has been expanded and applied across multiple courses at Sheffield Hallam University:
In the 2018/19 pilot year, 2 courses and 62 students were involved.
In the 2019/20 year, 7 courses and 1010 students were involved.
In the 2020/21 year, 31 courses and 2003 students were involved.
In the 2021/22 year, 35 courses and 1853 students were involved.
Academic Feedback - Impact on their Learners
Academic Feedback - Impact on their Learners
Alex Crombie, Lecurer in Physics, shares his experience of engaging physics students with the Transition Model
Dr. Lindy Nahmad-Williams shares her experience of engaging Education with Psychology and Counselling students with the Transition Model
Dr Manny Madriaga shares his experience of engaging Education Studies students with the Transition Model
"The OAC activities provide an early teaching intervention which encourages new learners on the physics course to consider where their degree is headed. It provides an excellent starting point to discuss the various transitions through and beyond higher education with the students and ultimately what they intend to do long-term"
Head of Physics, Dr Simon Clark
"The pre-arrival activities help students undertake various tasks that are then discussed in terms of academic and employability skills. This helps students' begin to focus on the importance of applying their learning to real life, particularly in relation to their own future employability"
Course Leader- Sociology, Dr Karl Baker-Green
“Criminology students successfully kicked started their studies with some pre-arrival activities which got them to think about the course they had chosen and reflect how this might impact their career choices later on. Our new learners often do not think about their career or employment prospects when starting in their first year but our course is entwined with employability related tasks and opportunities so getting them to think about this early was essential as they arrived having something to say about where they might be heading”
Amy Musgrave, Deputy Head of Criminology
"We advertised the pre-arrival activities delivered by Venture Matrix to a handful of students who had applied for eligible courses and saw higher than expected engagement with the activity, which suggests widening participation students actively want to engage in academic pre-enrolment activity as well as pastoral transition support.”
Jade Bytheway Widening Participation and Outreach Coordinator
Learner Feedback
Learner Feedback
205 learners from Physics, Education Studies, Sociology & Criminology Courses who took part in the Transition Model gave their feedback in early semester one of their course (19/20).
Class of 2021 graduates reflect on stand out memoirs of their course
Class of 2021 graduates reflect on stand out memoirs of their course
“We were put in small groups with whoever chose the same topping (pizza activity). You were working in a group to do a task based on poverty statistics in Sheffield.
That was an ice breaker organised by Hallam, and obviously it was a good opportunity for us to get to know each other and definitely bond. It was a more exciting activity because I don't remember doing anything like that in A-levels.”
Education course - student talking about transition activity
“They did a day where they fetched us all in for induction week, and whichever flavoured pizza you chose, you worked in that group. I know it sounds daft, but it was a conversation starter. When I came back the week after, I'd already sort of got to know quite a few people. If you didn't do that induction week, you wouldn't have had that.
There was an element of academic introduction because they made us go around different parts of Sheffield. And so, we had a look at how we would create some sort of educational influence. The group I was in got to go to Castle Market and we walked around chatting, getting to know each other, and then you came back (on campus) and you'd work together. There was still the academic element to it."
Education course - another student talking about transition activity
CrimEvaluation Report 2019.pdfThe Evaluation of Pre-arrival Activities Research Report analyses the results from the ‘pre-arrival activities’ questionnaires to assess incoming students’ engagement with these activities and the varying degrees to which they considered them to be useful in terms of preparation for university and effectiveness in making students feel welcome, having an understanding of the process they are entering into.
Evaluating your Pre-arrival model
Evaluating your Pre-arrival model
To help evaluate the Pre-arrival transition model we have created an online survey that can be sent to learners during induction week. If you are using the model with your Pre-arrival learners please do let us know and we can send you a tailored feedback form for your course area and share the results with you. You can, of course, develop your own evaluation if you wish to.
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