Guest Editorial – Designing transition through curriculum: From induction to embedded practice
DOI:
https://doi.org/10.56433/a1g00034Keywords:
curriculum, induction, embedded practiceAbstract
Papers in this sub-section explore curriculum in the broadest sense: not only module or course content, but the designed learning journey, the hidden curriculum, assessment, induction, disciplinary belonging, skills development, professional identity and co-curricular practices that are aligned with learning. Support for those who teach first year students is an important element of this sub-theme.
We are increasingly seeing approaches designed to support first year student success that align with Kift’s (2009) ‘Second Generation FYE Curriculum Principles’: transition, diversity, design, engagement, evaluation and monitoring. Some articles in this part two focus on one or two of these core principles. Important for this theme within the Special issue is also Butcher et al.s’ (2019) model of curriculum, which includes a range of education related opportunities and experiences. He argues for the addition of co- and extra-curricular, as well as the hidden curriculum. Articles here challenge the narrow view of curriculum as content alone, highlighting the significance of relational (between learners, and between learners/educators) aspects and developmental spaces (real and online) that engage learners and academics. Crucially many of the articles remind us too of those people who enable curriculum development and effectiveness beyond taught content, including: professional learning staff, student counsellors, technical staff and student mentors (though see part 1 for other articles about student mentors). Kift spoke about the importance of getting everyone around the table when designing first year programmes and McIntosh and Nutt (2022) argue for the importance of drawing on a range of roles and expertise to support student success.
We have already explored (in part 1) the focus on students across some of the papers in this collection, which is where any consideration of supporting student success in a tertiary world should begin, and in this second part of the Special issue students continue to be central to processes, practices and decisions, but the articles here all provide insights into curricula focused activity.
References
Birtill, P., Harris, R., & Pownall, M. (2022). Unpacking your hidden curriculum: a guide for educators. The Quality Assurance Agency for Higher Education
Butcher, C., Davies, C., & Highton, M. (2019). Designing learning: From module outline to effective teaching (2nd ed.). Routledge. https://doi.org/10.4324/9780429463822
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology / Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801
Dweck, C. S. (2017). Mindset: Changing the Way You Think to Fulfil Your Potential. Robinson.
Freire, P. (1970). Pedagogy of the Oppressed. Continuum Books.
Gale, T., & Parker, S. (2014). Navigating Change: A Typology of Student Transition in Higher Education. Studies in Higher Education, 39, 734-753. https://doi.org/10.1080/03075079.2012.721351
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. https://transitionpedagogy.com.au/wp-content/uploads/2014/03/Kift-Sally-ALTC-Senior-Fellowship-Report-Sep-092.pdf
Kift, S., Nelson, K., & Clarke, J. (2010). Transition pedagogy: A third generation approach to FYE: A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1–20. https://doi.org/10.5204/intjfyhe.v1i1.13
Lizzio, A. (2006). Designing an Orientation and Transition Strategy for Commencing Students. A Conceptual Summary of Research and Practice. First Year Experience Project. Griffith University, Brisbane.
McIntosh, E., & Nutt, D. (2022) The Impact of the Integrated Practitioner: Perspectives on Integrated Practice to Enhance Student Success. Student Success, 13(2), 1–9. https://doi.org/10.5204/ssj.2430
Zawada, C. (2024) Student drop-out and feelings of belonging and mattering in UK undergraduate allied health students. Journal of Learning Development in Higher Education, 31. https://doi.org/10.47408/jldhe.vi31.1172
Downloads
Published
Issue
Section
License
Copyright (c) 2026 William Carey, Nutt Diane
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.
