Reflections on a multi-agentic project to understanding learner needs in transition to Higher Education
DOI:
https://doi.org/10.56433/pz019n38Keywords:
Inclusive Transition, Collaborative approaches to transition, bridging the gap in transition to HEAbstract
To better understand the challenges around transition to, through, and from Higher Education (HE), the School of Modern Languages at Cardiff University undertook a 2-year project investigating multiple perspectives on transition to HE, working with secondary schools, students, university staff, Widening Participation, and third sector organisations. The core of our strategy for supporting students through transition, their studies, and beyond into graduate employment is one of inclusivity. Understanding transition not just from an academic perspective but also seeking to understand the challenges students may face in terms of access to education, personal characteristics, mental health, and neurodiversity must be undertaken through collaboration.
This reflective analysis presents the project’s findings in terms of quantitative and qualitative data analysis. Student admission, progression, and retention data over a 5-year period was mapped to student characteristics and analysed to gain greater understanding of the composition of the student body and to identify trends in retention and progression. Using the quantitative data and existing research in transition to HE, the team devised questionnaires for university staff, university students, and teachers in schools and Further Education colleges. Reflecting on the data, this article will highlight that developing a shared understanding of learning expectations is essential to create independent and critical thinkers and that engaging with students to find out what their needs and concerns are regarding their first year of university is a fundamental step in supporting university staff to provide targeted, appropriate support.
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
Baxter, A., & Hatt, S. (2000). ''Everything Must Go!''Clearing and first-year performance. Journal of Further and Higher Education, 24(1), 5-14. https://doi.org/10.1080/030987700112273
Beer, C., & Lawson, C. (2017). The problem of student attrition in higher education: An alternative perspective. Journal of Further and Higher Education, 41(6), 773-784. https://doi.org/10.1080/0309877X.2016.1177171
Bijsmans, P., de Bruin, J., & Groen, A. (2025). ‘It’s like two different worlds’: the multifaceted nature of social support in students’ transition from high school to a problem-based learning undergraduate programme. European Journal of Higher Education, 15(1), 149-165. https://doi.org/10.1080/21568235.2023.2289037
Blair, A. (2017). Understanding first-year students’ transition to university: A pilot study with implications for student engagement, assessment, and feedback. Politics, 37(2), 215-228. https://doi.org/10.1177/0263395716633904
Blake, S., & Gorrara, C. (2019). Evaluating student mentoring as an intervention to support modern foreign language learning in secondary schools in Wales. Wales Journal of Education, 21(1). https://doi.org/10.16922/wje.21.1.3
Blundell-Birtill, P., Harris, R., & Pownall, M. (2024). Development of the ‘Student guide to the hidden curriculum’. Open Scholarship of Teaching and Learning, 3(2). https://doi.org/10.56230/osotl.66
Bowler, M. (2025). The Languages Crisis: Arresting Decline. Higher Education Policy Institute.
Bowles, A., Fisher, R., McPhail, R., Rosenstreich, D., & Dobson, A. (2014). Staying the distance: Students’ perceptions of enablers of transition to higher education. Higher education research & development, 33(2), 212-225. https://doi.org/10.1080/07294360.2013.832157
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Briggs, A. R., Clark, J., & Hall, I. (2012). Building bridges: understanding student transition to university. Quality in higher education, 18(1), 3-21. https://doi.org/10.1080/13538322.2011.614468
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(5), 599-618. https://doi.org/10.1007/s10734-009-9212-2
Busher, H., & James, N. (2019). Struggling to become successful learners: Mature students’ early experiences of access to higher education courses. Studies in the Education of Adults, 51(1), 74-88. https://doi.org/10.1080/02660830.2018.1556483
Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021). Student mental health and transitions into, through and out of university: student and staff perspectives. Journal of Further and Higher Education, 45(8), 1076-1089. https://doi.org/10.1080/0309877X.2021.1875203
Cage, E., & McManemy, E. (2022). Burnt out and dropping out: A comparison of the experiences of autistic and non-autistic students during the COVID-19 pandemic. Frontiers in Psychology, 12, 792945. https://doi.org/10.3389/fpsyg.2021.792945
Carey, W., Millard, L., Nutt, D., Bonne, P., & Sæthree, H. Å. (2024). European First Year Experience Conference: Learning through a third space development community. Journal of Perspectives in Applied Academic Practice, 12(3). https://doi.org/10.56433/8vj6g064
Champion, T. (2022). The United Kingdom’s ‘going away to university’migration and its changing impact on local populations in the twenty-first century. Local Economy, 37(4), 279-296. https://doi.org/10.1177/02690942221114625
Chan, K., & Rose, J. (2023). Conceptualizing success: a holistic view of a successful first-year undergraduate experience. In Perspectives on enhancing student transition into higher education and beyond (pp. 47-68). IGI Global. https://doi.org/10.4018/978-1-6684-8198-1.ch003
Chester, A., Xenos, S., Burton, L., & Elgar, K. (2013). Empowering students in transition: Peer mentoring to support first and final year students. Proceedings of the 10th International Conference on Enhancement and Innovation in Higher Education 2013,
Cifuentes Gomez, G., Guzmán, P., & Santelices, M. V. (2022). Transitioning to higher education: Students’ expectations and realities. Educational Research, 64(4), 424-439. https://doi.org/10.1080/00131881.2022.2087712
Coertjens, L., Brahm, T., Trautwein, C., & Lindblom-Ylänne, S. (2017). Students’ transition into higher education from an international perspective. Higher Education, 73(3), 357-369. https://doi.org/10.1007/s10734-016-0092-y
Dilnot, C. (2018). The relationship between A-level subject choice and league table score of university attended: The ‘facilitating’, the ‘less suitable’, and the counter-intuitive. Oxford Review of Education, 44(1), 118-137. https://doi.org/10.1080/03054985.2018.1409976
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual differences in second language acquisition. Lawrence Erlbaum. https://doi.org/10.1075/aila.19.05dor
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self (Vol. 36). Multilingual Matters. https://doi.org/10.2307/jj.30945943; https://doi.org/10.21832/9781847691293
Duffy, A., Keown-Stoneman, C., Goodday, S., Horrocks, J., Lowe, M., King, N., Pickett, W., McNevin, S. H., Cunningham, S., & Rivera, D. (2020). Predictors of mental health and academic outcomes in first-year university students: Identifying prevention and early-intervention targets. BJPsych open, 6(3), e46. https://doi.org/10.1192/bjo.2020.24
Ecochard, S., & Fotheringham, J. (2017). International students’ unique challenges–Why understanding international transitions to higher education matters. Journal of Perspectives in Applied Academic Practice, 5(2), 100-108. https://doi.org/10.14297/jpaap.v5i2.261
Ellis, T., Jola, C., & Cameron, A. (2024). Cultural adaptation and transitions within international higher education: University students’ experiences of studying abroad during the 2020 Coronavirus pandemic. Plos one, 19(10), e0308134. https://doi.org/10.1371/journal.pone.0308134
Featherstone, C., Sharpe, R., Axford, N., Asthana, S., & Husk, K. (2023). Autistic adults’ experiences of managing wellbeing and implications for social prescribing. Disability & Society, 1-29. https://doi.org/10.1080/09687599.2023.2263628
Federici, T., Heuchert, M., Nebot, N., Zitouni, S., Kiddier, A., & Waite, S. (2025). Cardiff University School of Modern Languages: Transitions into Higher Education Report. Zenodo. https://doi.org/10.5281/zenodo.16606020
Foy, C., & Keane, A. (2018). Introduction of a peer mentoring scheme within biomedical sciences education–easing the transition to university life. Journal of Further and Higher Education, 42(6), 733-741. https://doi.org/10.1080/0309877X.2017.1311994
Fragoso, A., GonÇAlves, T., Ribeiro, C. M., Monteiro, R., Quintas, H., Bago, J., Fonseca, H. M., & Santos, L. (2013). The transition of mature students to higher education: Challenging traditional concepts? Studies in the Education of Adults, 45(1), 67-81. https://doi.org/10.1080/02660830.2013.11661642
Gilani, D., & Thomas, L. (2025). Understanding the Factors and Consequences of Student Belonging in Higher Education: A Critical Literature Review. Journal of Learning Development in Higher Education, 34. https://doi.org/10.47408/jldhe.vi34.1385
Gill, A. J. (2021). Difficulties and support in the transition to higher education for non-traditional students. Research in Post-Compulsory Education, 26(4), 410-441. https://doi.org/10.1080/13596748.2021.1980661
Gravett, K., & Winstone, N. E. (2021). Storying students’ becomings into and through higher education. Studies in Higher Education, 46(8), 1578-1589. https://doi.org/10.1080/03075079.2019.1695112
Gregersen, A. F. M., & Nielsen, K. B. (2023). Not quite the ideal student: Mature students’ experiences of higher education. International Studies in Sociology of Education, 32(1), 76-95. https://doi.org/10.1080/09620214.2022.2120525
Gulko, N., Wood, N., Blondeel, E., Churyk, N. T., Derbyshire, L. E., Kawor, S., Lento, C., McGuigan, N., Merendino, A., & Middelberg, S. L. (2024). Enhancing Inclusive Student Engagement in Higher Education: Literature Review. Quality Assurance Agency for Higher Education.
Guzman, P., Cifuentes Gomez, G., & Santelices, M. V. (2021). Secondary students’ expectations on transition to higher education. Educational Research, 63(2), 164-179. https://doi.org/10.1080/00131881.2021.1915173
Hadfield, J., & Dörnyei, Z. (2014). Motivating Learning. Routledge. https://doi.org/10.4324/9781315833286
Hao, Y., Rose, H., & Chalmers, H. (2024). A systematic review of international students’ experiences transitioning from non-Anglophone high schools to universities in Anglophone settings. Journal of Multilingual and Multicultural Development, 1-16. https://doi.org/10.1080/01434632.2024.2418477
Harnisch, H., Sargeant, H., & Winter, N. (2011). Lost in transition: Languages transition from post-16 schooling to higher education. Arts and Humanities in Higher Education, 10(2), 157-170. https://doi.org/10.1177/1474022211398216
Harvey, L., Drew, S., & Smith, M. (2006). The first-year experience: a review of literature for the Higher Education Academy. Higher Education Academy.
Haywood, B., Kaup, J., & Wheeler, J. (2024). SAFE Passage to Social and Academic Support: First Year STEM Identity and Belonging Interventions for Under-resourced Students. Journal of STEM Education: Innovations and Research, 25(4), 20-32. https://doi.org/10.63504/jstem.v25i4.2677
Hernandez-Martinez, P., Williams, J., Black, L., Davis, P., Pampaka, M., & Wake, G. (2011). Students' views on their transition from school to college mathematics: rethinking ‘transition’as an issue of identity. Research in mathematics education, 13(2), 119-130. https://doi.org/10.1080/14794802.2011.585824
HESA. (2025). What do HE students study? HESA. Retrieved 15/10/2025 from https://www.hesa.ac.uk/data-and-analysis/students/what-study#characteristics
Hewitt, R. (2021). Where Next for University Admissions? HEPI Report 136. ERIC.
Higuchi, Y., Nakamuro, M., Roever, C., Sasaki, M., & Yashima, T. (2023). Impact of studying abroad on language skill development: Regression discontinuity evidence from Japanese university students. Journal of the Japanese and International Economies, 70, 101284. https://doi.org/10.1016/j.jjie.2023.101284
Hillman, N. (2024). Dropouts or stopouts or comebackers or potential completers?’: Non-continuation of students in the UK. Higher Education Policy Institute.
Hitch, D., Brown, P., Macfarlane, S., Watson, J., Dracup, M., Anderson, K., Bracken, S., & Novak, K. (2019). The transition to higher education: Applying Universal Design for Learning to support student success. In (1 ed., pp. 84-100). Routledge. https://doi.org/10.4324/9781351132077-6
Holden, C. L., Wright, L. E., Herring, A. M., & Sims, P. L. (2024). Imposter syndrome among first-and continuing-generation college students: The roles of perfectionism and stress. Journal of college student retention: Research, theory & practice, 25(4), 726-740. https://doi.org/10.1177/15210251211019379
Hubbard, K. G., Paula. (2024). Inclusive Higher Education Framework. https://www.inclusiveeducationframework.info/
Hultberg, J., Plos, K., Hendry, G. D., & Kjellgren, K. I. (2008). Scaffolding students' transition to higher education: Parallel introductory courses for students and teachers. Journal of Further and Higher Education, 32(1), 47-57. https://doi.org/10.1080/03098770701781440
Hussey, T., & Smith, P. (2010). Transitions in higher education. Innovations in Education and Teaching International, 47(2), 155-164. https://doi.org/10.1080/14703291003718893
Jones, S. E., Appleby, J., Sartore, V., Lola-Luz, D., & Camus, L. (2025). ‘Uplifting all voices within education’: What fosters widening participation students’ sense of inclusion in higher education? Equity in Education & Society, 27526461251316591. https://doi.org/10.1177/27526461251316591
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher education research & development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197
Kahu, E. R., Picton, C., & Nelson, K. (2020). Pathways to engagement: A longitudinal study of the first-year student experience in the educational interface. Higher Education, 79(4), 657-673. https://doi.org/10.1007/s10734-019-00429-w
Kang, H.-S., & Shively, R. L. (2024). Researching language-focused study abroad through an equity lens: A research agenda. Language Teaching, 57(3), 377-398. https://doi.org/10.1017/S0261444823000149
Kärner, T., & Schneider, G. (2024). A scoping review on the hidden curriculum in education. Research in Education Curriculum and Pedagogy: Global Perspectives. https://doi.org/10.56395/recap.v1i1.1
Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC senior fellowship program. Australian Learning and Teaching Council Strawberry Hills, NSW.
Kipuru, M. M., Kibanja, G. M., & Matagi, L. (2024). From A-level success to college achievement: the mediating effect of academic engagement on cumulative grade point average (CGPA) and persistence among undergraduate students at Makerere University. African Journal of Empirical Research, 5(4), 1779-1797. https://doi.org/10.51867/ajernet.5.4.149
Koutsouris, G., Mountford-Zimdars, A., & Dingwall, K. (2021). The ‘ideal’higher education student: Understanding the hidden curriculum to enable institutional change. Research in Post-Compulsory Education, 26(2), 131-147. https://doi.org/10.1080/13596748.2021.1909921
Li, M., & Shen, Z. (2025). Navigating new waters: The academic learning experiences of international postgraduate taught students in UK higher education. Innovations in Education and Teaching International, 1-14. https://doi.org/10.1080/14703297.2025.2459655
https://doi.org/10.1080/14703297.2025.2499888
Lin, S., Mastrokoukou, S., Longobardi, C., Bozzato, P., Gastaldi, F. G. M., & Berchiatti, M. (2023). Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements. Higher Education Quarterly, 77(1), 121-137. https://doi.org/10.1111/hequ.12374
Lizzio, A., & Wilson, K. (2010). Strengthening commencing students’ sense of purpose: Integrating theory and practice. 13th Pacific Rim First Year in Higher Education Conference. Adelaide: Australia,
Lizzio, A., & Wilson, K. (2013). Early intervention to support the academic recovery of first-year students at risk of non-continuation. Innovations in Education and Teaching International, 50(2), 109-120. https://doi.org/10.1080/14703297.2012.760867
Mahoney, B., Kumar, J., & Sabsabi, M. (2022). Strategies for Student Belonging : The Nexus of Policy and Practice in Higher Education. Student success, 13(3), 54-62. https://doi.org/10.5204/ssj.2479
Mantle, R. (2023). Higher Education Student Statistics: UK 2021/22 - Subjects studied. HESA. https://www.hesa.ac.uk/news/19-01-2023/sb265-higher-education-student-statistics/subjects#:~:text=Language%20and%20area%20studies%20is,%25%20compared%20with%202020%2F21.
McCune, V., Hounsell, J., Christie, H., Cree, V. E., & Tett, L. (2010). Mature and younger students' reasons for making the transition from further education into higher education. Teaching in higher education, 15(6), 691-702. https://doi.org/10.1080/13562517.2010.507303
Meehan, C., & Howells, K. (2018). ‘What really matters to freshers?’: evaluation of first year student experience of transition into university. Journal of Further and Higher Education, 42(7), 893-907. https://doi.org/10.1080/0309877X.2017.1323194
Meehan, C., & Howells, K. (2019). In search of the feeling of ‘belonging’in higher education: Undergraduate students transition into higher education. Journal of Further and Higher Education, 43(10), 1376-1390. https://doi.org/10.1080/0309877X.2018.1490702
Mendoza, L., Lehtonen, T., Lindblom-Ylänne, S., & Hyytinen, H. (2022). Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing. System, 106, 102759. https://doi.org/10.1016/j.system.2022.102759
Mills, B. a. T., Teresa. (2020). Boys studying modern foreign languages at GCSE report. B. Council. https://www.britishcouncil.org/research-insight/boys-language-gcse
Muradás-Taylor, B. (2023). Undergraduate language programmes in England: A widening participation crisis. Arts and Humanities in Higher Education, 22(3), 322-342. https://doi.org/10.1177/14740222231156812
Muradás-Taylor, B., & Taylor, P. (2024). ‘Cold spots’ in language degree provision in England. The Language Learning Journal, 52(1), 92-103. https://doi.org/10.1080/09571736.2023.2257705
Nutt, D., & Calderon, D. (2009). International Perspectives on the First-Year Experience in Higher Education. The First-Year Experience Monograph Series No. 52. National Resource Center for the First-Year Experience and Students in Transition.
O’Donnell, V. L., Kean, M., & Stevens, G. (2016). Student transition in higher education. Higher Education Academy.
OFS. (2022). Schools, attainment and the role of higher education. Office for Students. Retrieved 15/10/2025 from https://www.officeforstudents.org.uk/publications/schools-attainment-and-the-role-of-higher-education/
OfS. (2025). Equality of Opportunity Risk Register. Office for Students. https://www.officeforstudents.org.uk/for-providers/equality-of-opportunity/equality-of-opportunity-risk-register-eorr/
Ovchinnikova, E., Van Mol, C., & Jones, E. (2024). Foreign Language Skills in the Study Abroad Decision-Making Process and Destination Choices. Journal of Studies in International Education, 28(5), 711-742. https://doi.org/10.1177/10283153241251925
Penn-Edwards, S., & Donnison, S. (2014). A fourth generation approach to transition in the first year in higher education: First year in higher education community of practice (FYHECoP). International Journal of the First Year in Higher Education, 5(1), 31-41. https://doi.org/10.5204/intjfyhe.v5i1.190
Ploner, J. (2018). International students’ transitions to UK Higher Education–revisiting the concept and practice of academic hospitality. Journal of Research in International Education, 17(2), 164-178. https://doi.org/10.1177/1475240918786690
Pollard, L., & Bamford, J. (2022). Lost in transition: Student journeys and becoming—Deliberations for a post‐COVID era. The Curriculum Journal, 33(3), 346-361. https://doi.org/10.1002/curj.132
Rawlings Smith, E., Hodgkin, K., & Young, N. (2022). Student transitions to university in Wales: A mixed-method study of the enablers and barriers of first-year engagement. International Journal of Educational Research Open, 3, 100216. https://doi.org/10.1016/j.ijedro.2022.100216
Reay, D. (2002). Class, authenticity and the transition to higher education for mature students. The Sociological Review, 50(3), 398-418. https://doi.org/10.1111/1467-954X.00389
Richardson, J. T. (1994). Mature students in higher education: I. A literature survey on approaches to studying. Studies in Higher Education, 19(3), 309-325. https://doi.org/10.1080/03075079412331381900
Richardson, J. T., Mittelmeier, J., & Rienties, B. (2020). The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update. Oxford Review of Education, 46(3), 346-362. https://doi.org/10.1080/03054985.2019.1702012
Saddler, Y., & Sundin, E. (2020). Mature students’ journey into higher education in the UK: an interpretative phenomenological analysis. Higher education research & development, 39(2), 332-345. https://doi.org/10.1080/07294360.2019.1672624
Schijf, J. E., van der Werf, G. P., & Jansen, E. P. (2025). The Relationship Between First-Year University Students’ Characteristics and Their Levels of Interdisciplinary Understanding. Innovative Higher Education, 1-22. https://doi.org/10.1007/s10755-025-09798-w
Sear, K. (1983). The correlation between A level grades and degree results in England and Wales. Higher Education, 12(5), 609-619. https://doi.org/10.1007/BF00140384
Sunderland, J. (2000). Issues of language and gender in second and foreign language education. Language Teaching, 33(4), 203-223. https://doi.org/10.1017/S0261444800015688
Tate, S., & Swords, J. (2013). Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography. Journal of Geography in Higher Education, 37(2), 230-240. https://doi.org/10.1080/03098265.2012.763114
Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change. Paul Hamlyn Foundation, 100(1-99), 1-102.
Thomas, L. (2013). Student engagement to improve belonging, retention and success. In Aspirations, access and attainment (pp. 109-122). Routledge.
Tinto, V. (2017). Through the eyes of students. Journal of college student retention: Research, theory & practice, 19(3), 254-269. https://doi.org/10.1177/1521025115621917
Trautwein, C., & Bosse, E. (2017). The first year in higher education—critical requirements from the student perspective. Higher Education, 73, 371-387. https://doi.org/10.1007/s10734-016-0098-5
Tseng, W.-T., Liu, Y.-T., Hsu, Y.-T., & Chu, H.-C. (2024). Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis. Language Teaching Research, 28(1), 156-200. https://doi.org/10.1177/1362168820988423
UCAS. (2025). Contextual admissions. UCAS. Retrieved 15/10/2025 from https://www.ucas.com/applying/applying-university/individual-needs/contextual-admissions
Van Herpen, S. G., Meeuwisse, M., Hofman, W. A., & Severiens, S. E. (2020). A head start in higher education: The effect of a transition intervention on interaction, sense of belonging, and academic performance. Studies in Higher Education, 45(4), 862-877. https://doi.org/10.1080/03075079.2019.1572088
Van Rooij, E., Brouwer, J., Fokkens-Bruinsma, M., Jansen, E., Donche, V., & Noyens, D. (2018). A systematic review of factors related to first-year students’ success in Dutch and Flemish higher education. Pedagogische studiën, 94(5), 360-404.
Verhamme, A. B., John; Landeg Morris, Huw; Watkins, Jan. (2024). Investigative study into higher education delivery in Wales.
Williams, H., & Roberts, N. (2023). ‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention. Higher Education, 85(5), 1125-1141. https://doi.org/10.1007/s10734-022-00881-1
Young, E., Thompson, R., Sharp, J., & Bosmans, D. (2020). Emotional transitions? Exploring the student experience of entering higher education in a widening-participation HE-in-FE setting. Journal of Further and Higher Education, 44(10), 1349-1363. https://doi.org/10.1080/0309877X.2019.1688264
Zanini, N., & Vidal Rodeiro, C. (2014). The role of the A* grade at A-level as a predictor of university performance. Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Theresa Federici
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.
