Supporting student transition and progression is central to inclusive and diverse learning and teaching practices. We recognise the challenges of the transition to university as well as progression across levels where students are often unclear what is expected of them. It is crucial to foster greater transparency of expectations across higher education contexts.
This area of research intends to unpack a range of issues and challenges of academic transitions and progressions. This includes aspects of self-efficacy and well-being, academic literacy development, student engagement and belonging, staff-student views and expectations of university students. It also encompasses research on students’ and academic readers’ views of university applications, aiming to contribute to the understanding of disciplinary epistemology and implicit considerations of academics based on departmental and institutional conditions.
Publications
- CHIU, Y.L.T. 2018. ‘It’s a match, but is it a good fit?’: Admissions tutors’ evaluation of Personal statements for PhD study. Oxford Review of Education. 45(1), 136-150. doi: https://doi.org/10.1080/03054985.2018.1502168
- CHIU, Y.L.T. 2016. ‘Singing your tune’: Genre structure and writer identity in personal statements for doctoral applications. Journal of English for Academic Purposes, 21, 48-59.
- CHIU, Y.L.T. 2015. Personal statement in PhD applications: Gatekeepers' evaluative perspectives. Journal of English for Academic Purposes, 17, 63-73.
- BECKWITH, H., KINGSBURY, M. & HORSBURGH, J. 2018. Why do people choose nephrology? Identifying positive motivators to aid recruitment and retention. Clinical Kidney Journal, 11, 599-604.
- WONG, B. & CHIU, Y.L.T. 2018. University lecturers’ construction of the ‘ideal’ undergraduate student. Journal of Further and Higher Education.