1st Edition
Transition In, Through and Out of Higher Education International Case Studies and Best Practice
Foreword by Alf Lizzio Introduction to Transition: In Through and Out of University Part 1 Chapter 1: Transition through the student lifecycle Chapter 2: Identifying student need Chapter 3: Developing Belonging, community and creating professional identity Part 2 Chapter 4: Managing and setting expectations Chapter 5: Promoting engagement, active learning and student ownership Chapter 6: Developing academic integration Chapter 7: Developing social integration Chapter 8: Developing self Chapter 9: Evaluating the effectiveness of transition activities Chapter 10: Student stories Contributor biographies
Biography
Ruth Matheson is Head of Learning, Teaching and Student Experience for the Faculty of Life Sciences and Education at the University of South Wales, UK, National Teaching Fellow, and a Principal Fellow of the Higher Education Academy.
Sue Tangney is a Principal Lecturer in Academic Development and Programme Director of the PgCert in Teaching in Higher Education at Cardiff Metropolitan University, UK, and a Principal Fellow of the Higher Education Academy.
Mark Sutcliffe is Postgraduate Programme Director at Cardiff School of Management, Cardiff Metropolitan University, UK, and Senior Fellow of the Higher Education Academy.
Phil Race – Principal Fellow of the Higher Education Academy, and a National Teaching Fellow.
I would expect this book to remain current for at least ten years. The authors clearly have a great deal of relevant experience, and credibility in terms of their previous publications. The networks they have identified to solicit to case studies are ideal. With increasing focus on the student experience in many countries, and with students paying tuition fees in many countries now, the importance of the student experience has grown enormously in recent years, and addressing pro-actively the kind of transitions outlined in the book proposal should be really useful. In particular, the case studies described in the proposal should be a vital resource for a significant market, and the authors have identified an excellent range of practitioners to provide authoritative case studies, not least the nearly 700 National Teaching Fellows in the UK, many of whom will have great experience to contribute.
Stephen Merry - Teaching Excellence Fellow, Staffordshire University
The editors’ view that transitions occur throughout students’ university journeys is praiseworthy. This view has been neglected by the existing literature which concentrates on students’ first year experiences at university. Additionally, the inclusion of case studies that can be adopted and adapted by readers to support their own teaching practice is a useful feature of the work. These studies should also serve as suggestions for good practice for those readers in more managerial positions. The book is in an area that is of current interest, and one which is likely to become increasingly prominent
