Transition Pedagogy in Action: A 15-Year Institutional Journey

Egea, K; McKenzie, J

Transition Pedagogy in Action: A 15-Year Institutional Journey

Egea, K

McKenzie, J

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Publisher:: University of Southern Queensland
Publication Type:: Journal Article
Citation:: Student Success, 2025, 16, (3), pp. 105-113
Issue Date:: 2025-06-30

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Field	Value	Language
dc.contributor.author	Egea, K https://orcid.org/0000-0002-7606-9341
dc.contributor.author	McKenzie, J https://orcid.org/0000-0003-0681-4366
dc.date.accessioned	2026-04-16T01:12:34Z
dc.date.available	2026-04-16T01:12:34Z
dc.date.issued	2025-06-30
dc.identifier.citation	Student Success, 2025, 16, (3), pp. 105-113
dc.identifier.issn	2205-0795
dc.identifier.issn	2205-0795
dc.identifier.uri	http://hdl.handle.net/10453/194718
dc.description.abstract	This practice report examines how an implementation of Kift’s (2009) Transition Pedagogy evolved over 15 years in a First and Further Year Experience (FFYE) program at an Australian university. Designed to enhance student success, particularly for students from low socio-economic status (LSES) backgrounds, the program applies Transition Pedagogy principles through a framework focused on student identity and belonging, curriculum, academic and professional staff, and supportive infrastructures. Forums and grants have promoted engagement with inclusive, student-centred practices, collaborative design, student agency, and personalised learning. Transition Pedagogy’s curriculum principles have proven adaptable to changing institutional strategies and higher education contexts. The program’s shift from teacher-driven to partnership-driven models, emphasising student voices and mattering, illustrates how Transition Pedagogy can evolve and provide a transformative framework for enhancing student engagement and success.
dc.language	English
dc.publisher	University of Southern Queensland
dc.relation.ispartof	Student Success
dc.relation.isbasedon	10.63608/ssj.3808
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Transition Pedagogy in Action: A 15-Year Institutional Journey
dc.type	Journal Article
utslib.citation.volume	16
utslib.location.activity	Cairns
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)/Teaching Learning and Curriculum Unit
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2026-04-16T01:12:32Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	16
utslib.citation.issue	3

Abstract:

This practice report examines how an implementation of Kift’s (2009) Transition Pedagogy evolved over 15 years in a First and Further Year Experience (FFYE) program at an Australian university. Designed to enhance student success, particularly for students from low socio-economic status (LSES) backgrounds, the program applies Transition Pedagogy principles through a framework focused on student identity and belonging, curriculum, academic and professional staff, and supportive infrastructures. Forums and grants have promoted engagement with inclusive, student-centred practices, collaborative design, student agency, and personalised learning. Transition Pedagogy’s curriculum principles have proven adaptable to changing institutional strategies and higher education contexts. The program’s shift from teacher-driven to partnership-driven models, emphasising student voices and mattering, illustrates how Transition Pedagogy can evolve and provide a transformative framework for enhancing student engagement and success.

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http://hdl.handle.net/10453/194718