The Transition In framework: Supporting the transition of students into postgraduate taught study

• Alison White ^[1]
  1. [1] Griffith University

     Griffith University

     Australia

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 61, Nº 4, 2024, págs. 703-715
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Postgraduate Taught study (PGT) students are often assumed to beconfident and independent learners, and many possess a strongsense of professional identity and thus are perceived as not requir-ing support. This paper aims to address these perceptions. Thispaper presents a qualitative study of the experiences of PGT stu-dents at an Australian university who participated in a Transition Inprogram that has been embedded in the curriculum. The primaryaim was to explore the effectiveness of the Transition In program,which is the first step in a program-wide employability curriculumstrategy. The findings of this study demonstrated that students’levels of confidence and engagement as well as their connectionwith their profession increased as a direct result of feeling sup-ported. This paper highlights the importance of, and benefitsgained by providing PGT students structured support to enablethem to successfully transition into their program of study.