Teaching First-Year Students During Transition to Higher Education: An Autoethnographical Account
DOI:
https://doi.org/10.56433/nm1k9e08Keywords:
university, first-year, transition, autoethnographyAbstract
Transition to the first-year of higher education represents a key period of change for students and is a powerful element of the university experience. Educators are key in facilitating successful first-year experiences and must understand the multidimensional aspects of transition in order to effectively support diverse student groups. This study adopts an autoethnographic methodology in order to explore the experiences of an educator teaching first-year students during transition to higher education. An inductive thematic analysis was conducted using data from a period of reflexive journaling, identifying three themes for discussion: managing variation, everchanging hats, and worthwhile efforts. Implications for practice are identified and the process of writing an autoethnographic piece is reflected upon. This autoethnography encourages educators to reflect, and develop a deeper understanding of the self and others for the benefit of the learning and teaching environment.
References
Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of marketing education, 28(3), 254-264. https://doi.org/10.1177/0273475306293359
Austin, J., & Hickey, A. (2007). Autoethnography and teacher development. International Journal of Interdisciplinary Social Sciences, 2(2), 369-378. Austin_Hickey_Autoethnography_2007_PV.pdf
Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: a case of the tail wagging the dog? Bmj, 322(7294), 1115-1117. https://doi.org/10.1136/bmj.322.7294.1115
Bates, E. A., & Kaye, L. K. (2013). “I’d be expecting caviar in lectures”: the impact of the new fee regime on undergraduate students’ expectations of Higher Education. Higher Education, 67(5), 655-673. https://doi.org/10.1007/s10734-013-9671-3
Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. SAGE Publications Ltd.
Brownlee, J., Walker, S., Lennox, S., Exley, B., & Pearce, S. (2009). The first year university experience: using personal epistemology to understand effective learning and teaching in higher education. Higher Education, 58, 599-618. https://doi.org/10.1007/s10734-009-9212-2
Chand, R., Alasa, V., & Chand, R. D. (2022). " Humanizing" Pedagogies In Online Learning And Teaching-A Necessity In The Wake Of The Covid-19 Pandemic. Journal of Positive School Psychology, 6(10), 3713-3722. "Humanizing" Pedagogies In Online Learning And Teaching- A Necessity In The Wake Of The Covid-19 Pandemic | Journal of Positive School Psychology
Chang, H. (2016). Autoethnography as method. Routledge. https://doi.org/10.4324/9781315433370
Chung, S., Lount Jr, R. B., Park, H. M., & Park, E. S. (2018). Friends with performance benefits: A meta-analysis on the relationship between friendship and group performance. Personality and Social Psychology Bulletin, 44(1), 63-79. https://doi.org/10.1177/0146167217733069
Connell-Smith, A., & Hubble, S. (2018). Widening participation strategy in higher education in England. H. o. C. Library. https://researchbriefings.files.parliament.uk/documents/CBP-8204/CBP-8204.pdf
Cooper, R., & Lilyea, B. (2022). I’m interested in autoethnography, but how do I do it. The qualitative report, 27(1), 197-208. https://doi.org/10.46743/2160-3715/2022.5288
Ellis, C., & Bochner, A. (2000). Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., pp. 733-768). Sage Publications.
Erickson, B. L., Peters, C. B., & Strommer, D. W. (2009). Teaching first-year college students. John Wiley & Sons.
Ghenghesh, P. (2018). Personal tutoring from the perspectives of tutors and tutees. Journal of Further and Higher Education, 42(4), 570-584. https://doi.org/10.1080/0309877X.2017.1301409
Gibbs, G. (2010). Dimensions of Quality. T. H. E. Academy. https://www.sparqs.ac.uk/ch/E4%20Dimensions%20of%20Quality.pdf
Gordon, N. A. (2016). Issues in retention and attainment in Computer Science. York: Higher Education Academy. HEA - report
Harvey, L., Drew, S., & Smith, M. (2006). The first-year experience: a review of literature for the Higher Education Academy. H. E. Academy. https://www.qualityresearchinternational.com/Harvey%20papers/Harvey%20and%20Drew%202006.pdf
Hayward, L., Ventura, S., Schuldt, H., & Donlan, P. (2018). Student pedagogical teams: Students as course consultants engaged in process of teaching and learning. College Teaching, 66(1), 37-47. https://doi.org/10.1080/87567555.2017.1405904
Johnston, B. (2010). The First Year At University: Teaching Students In Transition. McGraw-Hill Education (UK).
Lake, J. (2015). Autoethnography and reflective practice: Reconstructing the doctoral thesis experience. Reflective Practice, 16(5), 677-687. https://doi.org/10.1080/14623943.2015.1071247
Leaper, C. (2011). More similarities than differences in contemporary theories of social development?: A plea for theory bridging. Advances in child development and behavior, 40, 337-378. https://doi.org/10.1016/B978-0-12-386491-8.00009-8
Milem, J. F. (2003). The educational benefits of diversity: Evidence from multiple sectors. In M. J. Chang, D. Witt, J. Jones, & K. Hakuta (Eds.), Compelling Interest. Stanford University Press.
Nash, J. K. (2002). Neighborhood effects on sense of school coherence and educational behavior in students at risk of school failure. Children & Schools, 24(2), 73-89. https://doi.org/10.1093/cs/24.2.73
Nassar, M., Heinze, A., Jasimuddin, S. M., & Procter, C. (2022). Does students’ satisfaction matter to faculty job satisfaction in higher education? Journal of Marketing for Higher Education, 1-19. https://doi.org/10.1080/08841241.2022.2149665
Office for Students. (2022). Equality, diversity and student characteristics data. O. f. Students. https://www.officeforstudents.org.uk/media/7137/ofs2022_29.pdf
Owen, M. (2002). ‘Sometimes You Feel You’re in Niche Time’ The Personal Tutor System, a Case Study. Active Learning in Higher Education, 3(1), 7-23. https://doi.org/10.1177/1469787402003001002
Pelias, R. J. (2011). Writng Into Position. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (4th ed., pp. 659-668). SAGE Publications.
Sacerdote, B. (2014). Experimental and quasi-experimental analysis of peer effects: two steps forward? Annu. Rev. Econ., 6(1), 253-272. https://doi.org/10.1146/annurev-economics-071813-104217
Song, J., & Taylor, P. C. (2005). Pure blue sky: A soulful autoethnography of chemistry teaching in China. Reflective Practice, 6(1), 141-163. https://doi.org/10.1080/1462394042000326842
Thiemann, P. (2017). The persistent effects of short-term peer groups in higher education. Institute of Labor Economics. The Persistent Effects of Short-Term Peer Groups in Higher Education
Thomas, L. (2013). What works? Facilitating an effective transition into higher education. Widening Participation and Lifelong Learning, 14(1), 4-24. https://doi.org/10.5456/WPLL.14.S.4
Times Higher Education. (2016). Times Higher Education University Workplace Survey 2016. https://www.timeshighereducation.com/features/university-workplace-survey-2016-results-and-analysis
Tohidinia, Z., & Haghighi, M. (2011). Predictors and outcomes of relationship quality: a guide for customer‐oriented strategies. Business Strategy Series, 12(5), 242-256. https://doi.org/10.1108/17515631111166889
Tomlinson, A., Simpson, A., & Killingback, C. (2023). Student expectations of teaching and learning when starting university: a systematic review. Journal of Further and Higher Education, 47(8) 1054-1073. https://doi.org/10.1080/0309877X.2023.2212242
Wall, S. (2008). Easier said than done: Writing an autoethnography. International journal of qualitative methods, 7(1), 38-53. https://doi.org/10.1177/160940690800700103
Westlake, C. (2008). Predicting student withdrawal: examining the reasons through a preliminary literature review. http://hdl.voced.edu.au/10707/198354
Whittaker, R. (2008). Quality Enhancement Themes: The First Year Experience. T. Q. A. A. f. H. Education. https://dera.ioe.ac.uk/id/eprint/11595/1/transition-to-and-during-the-first-year-3.pdf
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
Winkler, I. (2018). Doing autoethnography: Facing challenges, taking choices, accepting responsibilities. Qualitative inquiry, 24(4), 236-247. https://doi.org/https://doi.org/10.1177/1077800417728956
Wootton, S. (2006). Changing practice in tutorial provision within post-compulsory education. Personal tutoring in higher education, 115-125.
Worsley, J. D., Harrison, P., & Corcoran, R. (2021). Bridging the gap: exploring the unique transition from home, school or college into university. Frontiers in public health, 9, 634285. https://doi.org/10.3389/fpubh.2021.634285
Yale, A. T. (2019). The personal tutor–student relationship: student expectations and experiences of personal tutoring in higher education. Journal of Further and Higher Education, 43(4), 533-544. https://doi.org/10.1080/0309877X.2017.1377164
Yorke, M., & Longden, B. (2008). The first-year experience of higher education in the UK. York: Higher Education Academy, 68. https://www.improvingthestudentexperience.com/wp-content/uploads/2023/12/FYE_in_HE_in_the_UK_FinalReport_Yorke_and_Longden.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Amy Tomlinson, Clare Killingback

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.