‘The often-forgotten middle child’: Student transitions and engagement through higher education

Abstract

This paper reports on a mixed methods study exploring the views and experiences of second year undergraduate students in Wales as they continue their academic journey through HE. Our findings build on previous research exploring first year student transitions and engagement and provides a unique insight into second year student engagement. Findings include the importance of peer support, a demand for increased face-to-face teaching and a need for a more robust re-induction process. We recognise that undergraduates now live more complex lives, often juggling study with work and/or caring responsibilities, which requires effective planning at institutional and programme level (i.e. early timetable release). To better support second year undergraduates, we recommend that institutions also focus on providing support services to students, and that academic staff signpost appropriate support during academic sessions and as part of the personal tutoring process. Finally, we recommend that students engage in physical activity and have conversations with their peers to help manage their wellbeing. The paper considers implications for institutional policy and programme development and recognises the need for further research on induction and re-induction practices and their impact on student engagement and outcomes.