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Reimagining the first year experience in higher education through a focus on knowledge engagement

Research output: Contribution to Journal/Magazine › Journal article › peer-review

E-pub ahead of print

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Reimagining the first year experience in higher education through a focus on knowledge engagement. / Felby, Laura Cordes; Ashwin, Paul.
In: Teaching in Higher Education, 14.07.2025.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Felby, LC & Ashwin, P 2025, 'Reimagining the first year experience in higher education through a focus on knowledge engagement', Teaching in Higher Education. https://doi.org/10.1080/13562517.2025.2532461

APA

Felby, L. C., & Ashwin, P. (2025). Reimagining the first year experience in higher education through a focus on knowledge engagement. Teaching in Higher Education. Advance online publication. https://doi.org/10.1080/13562517.2025.2532461

Vancouver

Felby LC, Ashwin P. Reimagining the first year experience in higher education through a focus on knowledge engagement. Teaching in Higher Education. 2025 Jul 14. Epub 2025 Jul 14. doi: 10.1080/13562517.2025.2532461

Author

Felby, Laura Cordes ; Ashwin, Paul. / Reimagining the first year experience in higher education through a focus on knowledge engagement. In: Teaching in Higher Education. 2025.

Bibtex

@article{28ad540b00a049d9829ddb22bbb2973e,
title = "Reimagining the first year experience in higher education through a focus on knowledge engagement",
abstract = "The first year experience in higher education is vital for students as they transition into university life. While existing research has largely centred on students{\textquoteright} integration into institutions and the development of generic attributes, this study advocates for a shift in focus towards students{\textquoteright} engagement with specific knowledge areas within their discipline. Drawing on transition- and peer learning research, we highlight the methodological and conceptual challenges when focusing on generic aspects of the transition. By emphasising the importance of students{\textquoteright} relationships with knowledge and the role of teachers in facilitating this process, we propose a reconceptualised approach to the first year experience. This article calls for the prioritisation of academic engagement and disciplinary knowledge as integral components of the first year journey, shedding light on previously overlooked aspects of this critical transitional period.",
author = "Felby, {Laura Cordes} and Paul Ashwin",
year = "2025",
month = jul,
day = "14",
doi = "10.1080/13562517.2025.2532461",
language = "English",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Reimagining the first year experience in higher education through a focus on knowledge engagement

AU - Felby, Laura Cordes

AU - Ashwin, Paul

PY - 2025/7/14

Y1 - 2025/7/14

N2 - The first year experience in higher education is vital for students as they transition into university life. While existing research has largely centred on students’ integration into institutions and the development of generic attributes, this study advocates for a shift in focus towards students’ engagement with specific knowledge areas within their discipline. Drawing on transition- and peer learning research, we highlight the methodological and conceptual challenges when focusing on generic aspects of the transition. By emphasising the importance of students’ relationships with knowledge and the role of teachers in facilitating this process, we propose a reconceptualised approach to the first year experience. This article calls for the prioritisation of academic engagement and disciplinary knowledge as integral components of the first year journey, shedding light on previously overlooked aspects of this critical transitional period.

AB - The first year experience in higher education is vital for students as they transition into university life. While existing research has largely centred on students’ integration into institutions and the development of generic attributes, this study advocates for a shift in focus towards students’ engagement with specific knowledge areas within their discipline. Drawing on transition- and peer learning research, we highlight the methodological and conceptual challenges when focusing on generic aspects of the transition. By emphasising the importance of students’ relationships with knowledge and the role of teachers in facilitating this process, we propose a reconceptualised approach to the first year experience. This article calls for the prioritisation of academic engagement and disciplinary knowledge as integral components of the first year journey, shedding light on previously overlooked aspects of this critical transitional period.

U2 - 10.1080/13562517.2025.2532461

DO - 10.1080/13562517.2025.2532461

M3 - Journal article

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

ER -