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You are reading: A fourth generation approach to transition in the first year in higher education: First year in higher education community of practice (FYHECoP)

Written by Sorrel Penn-Edwards, Griffith University, and Sharn Donnison, University of the Sunshine Coast

ABSTRACT

We propose that higher education institutions move beyond the third generation approach to transition pedagogy (Kift, Nelson, & Clarke, 2010) to a fourth generation approach. We argue that higher education institutions are, as Abraham Lincoln extols, of the people, by the people, for the people and that all major stakeholders: educationalists; social groups; and civic bodies should be involved in supporting the transition of the higher education first year student. We suggest that university-community partnerships, specifically, those involving the wider social/civic community, have an integral part to play at each point in the progression of the student through undergraduate studies. Our fourth generation approach extends Kift’s (2008) exhortation that the first year experience is “everybody’s business” by being characterised and driven by a social and civic “community of practice” (Wenger, 1998).

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Penn-Edwards, S., & Donnison, S. (2014). A fourth generation approach to transition in the first year in higher education: First year in higher education community of practice (FYHECoP). The International Journal of the First Year in Higher Education, 5(1). 31-41. doi: 10.5204/intjfyhe.v5i1.190.
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A fourth generation approach to transition in the first year in higher education: First year in higher education community of practice (FYHECoP)
S Penn-Edwards, S Donnison, 2014
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