A Culture of Success: Building Depth into Institution-Wide Approaches to First Year Transition.

Kinniburgh, JR

A Culture of Success: Building Depth into Institution-Wide Approaches to First Year Transition.

Kinniburgh, JR

Permalink

Publisher:: The International First year in Higher Education Conference
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 16th International First Year in Higher Education Conference, 2013, pp. 1 - 10
Issue Date:: 2013-01

Closed Access

	Filename	Description	Size
	2013001459OK.pdf		472.84 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Kinniburgh, JR https://orcid.org/0000-0001-6214-2539	en_US
dc.contributor.editor	-	en_US
dc.date	2013-07-07	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	Proceedings of the 16th International First Year in Higher Education Conference, 2013, pp. 1 - 10	en_US
dc.identifier.isbn	978-0-646-90615-7	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27323
dc.description.abstract	A deeply embedded culture of success facilitates students to effectively negotiate their higher education experiences, holding more promise for first year transition than initiatives that target transition alone. It is imperative that issues of first year transition are anchored in institution-wide approach, and not executed in a 'piecemeal' fashion around the various faculties of a university. This paper argues that breadth of approach (at an institutional level) must also foster and support depth (at a school or faculty level) for the transition experiences of students to be best supported. Following Tintos (2005, 2009) institutional conditions for student success, we developed a multi-level intervention, which aims to transform a school culture. It is the overarching ambition of success and engagement that ensures the result is greater than the sum of its parts, accomplishing significant outcomes for student learning and support in the Architecture School at University of Technology, Sydney (UTS).	en_US
dc.publisher	The International First year in Higher Education Conference	en_US
dc.relation.ispartof	Proceedings of the 16th International First Year in Higher Education Conference	en_US
dc.relation.ispartof	The International First year in Higher Education Conference	en_US
dc.title	A Culture of Success: Building Depth into Institution-Wide Approaches to First Year Transition.	en_US
dc.type	Conference Proceeding
utslib.location	http://fyhe.com.au/past_papers/papers13/fyhe13_proceedings.pdf	en_US
utslib.location.activity	Wellington, New Zealand	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1201 Architecture	en_US
dc.location.activity	Wellington, New Zealand	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Architecture
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2013-07-10	en_US
pubs.place-of-publication	http://fyhe.com.au/past_papers/papers13/fyhe13_proceedings.pdf	en_US
pubs.start-date	2013-07-07	en_US

Abstract:

A deeply embedded culture of success facilitates students to effectively negotiate their higher education experiences, holding more promise for first year transition than initiatives that target transition alone. It is imperative that issues of first year transition are anchored in institution-wide approach, and not executed in a 'piecemeal' fashion around the various faculties of a university. This paper argues that breadth of approach (at an institutional level) must also foster and support depth (at a school or faculty level) for the transition experiences of students to be best supported. Following Tintos (2005, 2009) institutional conditions for student success, we developed a multi-level intervention, which aims to transform a school culture. It is the overarching ambition of success and engagement that ensures the result is greater than the sum of its parts, accomplishing significant outcomes for student learning and support in the Architecture School at University of Technology, Sydney (UTS).

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/27323