| Samenvatting: | In is now 10 years since the term transition pedagogy (TP) entered the first year lexicon. Over the course of that decade, enormous gains have been made in how we theorise and impact our students' experiences of their determinative first year in higher education, much of it in the Australian context driven through a TP lens. This review article will examine the impact of TP on the first year experience (FYE), consider the extent of its adoption at both the disciplinary and institutional level, and seek to unpack the reasons for its validation and uptake. TP, and the six first year curriculum principles (FYCPs) that underpin its implementation, have drawn us in from the periphery of the curriculum where both students and the first generation of FYE initiatives were languishing. It focuses on what students have in common-their learning experiences mediated through curriculum- rather than problematising their diversity and difference. The distinctive features of this integrative framework are threefold: first, an intentional and foundational curriculum focus to mediate the coherence and quality of the student experience cumulatively over the student lifecycle; secondly, a whole-of-institution and whole-of-student emphasis that delivers a coordinated and integrated engagement and proactively intervenes to assure just-in-time, just-for-me support and a sense of belonging; and, thirdly, the enabling capacity of academic and professional staff working together in cross-institutional partnerships. As university learning leadership is challenged to respond to contemporary realities of finite resourcing, increased competition, dynamic change and diverse cohorts, it is suggested that TP, harnessed strategically and holistically across a whole institution, provides some longer-term answers for student learning, success and retention. [Author abstract]
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