Transition can be defined as the process or a period of transformation from one state or condition to another. Often, in the case of arrival at university, the transformation may be unfamiliar, different or new. Students undergo feelings similar to those in other ‘life events’ such as starting a new job, moving from one country to another or losing a family member (Schaetti in Int J Qual Stud Educ 27(2):1–24, 1996). Although students experience the transition into higher education in different ways, the change from a familiar environment into an unfamiliar one represents a period of disequilibrium (Jackson in Oxford Rev Educ 29(3):331–346, 2010). As Kift (HERDSA Rev Higher Educ 2:51–86, 2015) notes, ‘making a successful transition to university is never a given. While many students adjust relatively easily, thrive and survive—many do not and consider leaving’ (p. 52).
- Brinkworth, R., McCann, B., Burke da Silva, K., King, S., Luzeckyj, A., McCann, J., et al. (2013). Student and staff expectations and experiences, Final Report. Canberra: Office for Learning and Teaching Final Report. https://ltr.edu.au/resources/CG9-1158_Brinkworth_report_2013.pdf. Accessed February 7, 2019.
- Brook, H., & Michell, D. (2014). Knowing Students. In H. Brook, D. Fergie, M. Maeorg, & D. Michell (Eds.), Universities in transition: Foregrounding social contexts of knowledge in the first year experience (pp. 229–244). Adelaide: University of Adelaide Press.Google Scholar
- Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J. (2012). Effective teaching and support of students from low socioeconomic backgrounds: resources for Australian higher education. Office for Learning and Teaching Project. Available at http://www.lowses.edu.au. Accessed 18 October 2019.
- Hagan, D., & Macdonald, I. (2000). A collaborative project to improve teaching and learning in first year programming. Australasian Journal of Engineering Education, 9, 65–76.Google Scholar
- Henderson, R., Noble, K., & George-Walker, D. (2009). Transitioning into university: ‘Interrupted’ first year students problem-solving their way into study. Studies in Learning, Evaluation, Innovation and Development, 6(1), 51–65.Google Scholar
- James, R., Krause, K.-L., & Jennings, C. (2010). The first year experience in Australian universities. Canberra, Australia: DEEWR.Google Scholar
- Johnston, H., Collett, D., & Kooyman, B. (2013). Enabling parents, partners and friends to collaborate in student transition and success. Journal of Academic Language and Learning, 7(2), 50–61.Google Scholar
- Kift, S. (2015). A decade of transition pedagogy: A quantum leap in conceptualising the first year experience. HERDSA Review of Higher Education, 2, 51–86.Google Scholar
- Kift, S., & Nelson, K. (2005). Beyond curriculum reform: Embedding the transition experience. In A. Brew & C. Asmar (Eds.), Research and development in higher education: Higher education in a changing world (Vol. 28, pp. 225–235). Retrieved from http://www.herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-higher-education-75. Accessed February 7, 2019.
- Luzeckyj, A., King, S., Scutter, S., & Brinkworth, R. (2011). The significance of being first: A consideration of cultural capital in relation to “first in family” student’s choices of university and program. A Practice Report. International Journal of the First Year in Higher Education, 2(2), 91–96.Google Scholar
- Macdonald, I. (2000). What do we mean by transition, and what is the problem? Australasian Journal of Engineering Education, 9, 7–20.Google Scholar
- McInnis, C., James, R., & Hartley, R. (2000). Trends in the first year experience in Australian universities. Centre for the Study of Higher Education: University of Melbourne.Google Scholar
- McInnis, C. (2002). Signs of disengagement: Responding to the changing work patterns of full-time undergraduates in Australian universities: Higher Education in the 21st Century. London: Elsevier.Google Scholar
- Menzies, V. J., & Nelson, K. J. (2012). Enhancing student success and retention: An institution-wide strategy for peer programs. Paper presented at the 15th International First Year in Higher Education Conference, Brisbane, Queensland, 26–29 June 2012. Retrieved from https://eprints.qut.edu.au/50825/.
- Nelson, K. J., Kift, S. M., Humphreys, J. & Harper, W. (2006). A blueprint for enhanced transition: Taking an holistic approach to managing student transition into a large university. Paper presented at the 9th Pacific Rim First Year in Higher Education Conference, Gold Coast, Queensland, 12–14 July 2012. Retrieved from http://fyhe.com.au/past_papers/2006/Papers/Kift.pdf.
- Nelson, K. J., Clarke, J. A., Kift, S. M., & Creagh, T. A. (2011). Trends in policies, programs and practices in the Australasian First Year Experience literature 2000–2010. http://fyhe.com.au/wp-content/uploads/2012/10/FYHE-Research-Series-1.jpg. Accessed February 7, 2019.
- O’Brien, M., Llamas, M., & Stevens, E. (2012). Lessons learned from four years of peer mentoring in a tiered group program within education. Journal of the Australia and New Zealand Student Services Association, 40, 7–15.Google Scholar
- O’Shea, S. (2013). Transitions and turning points: Exploring how first-in-family female students story their transition to university and student identity formation. International Journal of Qualitative Studies in Education, 27(2), 1–24.Google Scholar
- O’Shea, S. (2015, March 20). Why first-in-family uni students should receive more support. The Conversation. Retrieved from http://theconversation.com/whyfirst-in-family-uni-students-should-receive-more-support-38601. Accessed February 7, 2019.
- Scanlon, L., Rowling, L., & Weber, Z. (2007). You don’t have like an identity. You are just lost in a crowd: Forming a student identity in the first-year transition to university. Journal of Youth Studies, 10(2), 223–241.Google Scholar
- Schaetti, B. F. (1996). Transition programming in international schools: An emergent mandate. Inter-Ed, 24(78).Google Scholar
- Simmons, O. S. (2013). Lost in transition: The implications of social capital for higher education access. Notre Dame Law Review, 87(4), 205–252.Google Scholar
- Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21(2), 167–177.Google Scholar