Transition as transformation: developing student identities and academic literacies through university enabling pathways in Australia

Abstract

In response to the global widening participation movement, most Australian universities now offer enabling programmes as pathways to degrees. These programmes play an important role in supporting students from underrepresented backgrounds to access higher education, supporting individuals to develop a sense of belonging and establish student identities alongside academic skills. However, what these students find most beneficial and supportive in transition to university is poorly understood. To investigate student perspectives on what supports their success at university, research was conducted with undergraduates who entered an Australian university through enabling pathways. Student reflections on individual educational trajectories highlight the transformative role of pathway programmes. Interview analysis provided recommendations for supporting new students, which will be useful for educators and widening participation practitioners. A critical pedagogical approach illuminates how confidence and capability are developed through scaffolded learning and constructive feedback, highlighting the educator’s role in supporting students to build learner identities and academic literacies. Students form a sense of belonging through peer networks and time spent in the university environment. Through scaffolded support, students develop individual management strategies for complex contexts and are empowered to contribute new knowledges, which leads to opportunities for individual and broader societal transformation.