Transition from Secondary to Tertiary: A Performance Study

Executive Summary

The project involves three coordinated studies whose objectives are to identify and develop measures contributing to successful secondary to tertiary transitions, and to investigate establishing funding rewards for institutions which most successfully handle the transition.

In Section I: "Documentation and Quantitative Measure of the Extent and Scope of Transition Problems in the First Year of Study of Higher Education" Craig McInnis and Richard James of Melbourne University, document the scope and nature of transition problems and the later effects of the initial student experience. It is based on a longitudinal study of a 1994 cohort of 4000 students, from a representative cross section of seven Australian universities.

In Section II: "Analysis of Key Factors and Problems in School to University Transition" Mark Peel, Ian Macdonald and Merran Evans, undertake a fine-grained analysis from concrete qualitative and quantitative information obtained through focus groups, questionnaires student data files. based primarily on Monash students. The considerable body of international and Australian research on student transition, attrition and performance, is also critically analysed and its relevance in this context explored. The aim of this section is to identify the range and nature of student groups at risk and a series of key factors that make for a good transition.

Section III: "Identification of Key Performance Indicators in the Measurement of Institutional Success in School to University Transition; Reflection of Performance Indicators in Appropriate Funding Parameters" is based on national tertiary data on DEETYA files through which Ian Dobson of Monash University explores the correlation of student and institutional characteristics to determine 'success', and thus to identify key institutional performance indicators.

This research shows that certain student groups can be identified as being likely to encounter transition problems, despite individual variation, and that these will vary according to the nature of the institution and its student body. Individual institutions will need to identify which factors are relevant to their students and to apply appropriate strategies as identified by this research. Hence the authors' recommendation is the development of a national Transition Charter, specifying institutional guidelines or parameters for identifying and implementing a process to improve transition. The extent of institutional compliance could be rewarded.

Recommendations:

That national guidelines and parameters be developed to assist institutions themselves to identify and implement a manageable process for improving the transition experiences of their students, and to apply best practice standards to their own institutional circumstances.

Each institution could choose to comply with such a code of practice - or Transition Charter. - and be rewarded or not according to its demonstrated success in meeting its terms.

That the national funding parameters be modified to take cognisance of the acceptance and documented implementation of this charter by complying institutions.

That an occasional minimum audit be conducted to confirm the authenticity of the claims made in the documentation.

Contents.