The role of close collaboration of schools and universities in the successful transition of students from non-traditional backgrounds to university

Emergent literature supports the benefit of building a strong interface between schools and universities to build aspiration and widen the participation of students from diverse backgrounds in university. Universities,... [ view full abstract ]

Emergent literature supports the benefit of building a strong interface between schools and universities to build aspiration and widen the participation of students from diverse backgrounds in university. Universities, recognising the importance of transition experiences in the shift from school to university, have sought to address the engagement gap between the sectors. Gale (2008) has looked at the impact of such transitions programs and has asserted that although all programs have a positive role to play, those that include close to authentic teaching and learning experiences, involve greater engagement of students and teachers and that run over extended time are the most effective.
In 2014 Victoria University working with LSES schools in the in the west of Melbourne developed a pilot a program that involved an extended period of study at the university for both year 11 and year 12 students.
Year 11 students undertook a 10 week, authentic learning experience one afternoon a week where they were enrolled in a university transitions unit and underwent an intensive on-campus learning program. In Year 12 students are supported in undertaking two units of study in mainstream university classes over the full academic year.
Stakeholder data on students’ aspirations for the future and their perceptions of study at university was collected at both the beginning and end of the program. Both quantitative and qualitative methods were used to collect data including surveys, interviews, and focus groups.
Findings from the project supported the importance of collaboration across the sectors as being pivotal in the success of the program in developing coherent approaches to supporting successful transition.

Gale, T., (2008) Design and Evaluation Matrix for Outreach (DEMO), ‘Interventions early in school as a means to improve higher education outcomes for disadvantaged (particularly low SES) students’ DEEWR