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@article{ Vinson2010, title = {Investigating the relationship between student engagement and transition}, author = {Vinson, Don and Nixon, Sarah and Walsh, Barbara and Walker, Cath and Mitchell, Elizabeth and Zaitseva, Elena}, journal = {Active Learning in Higher Education}, number = {2}, pages = {131-143}, volume = {11}, year = {2010}, doi = {https://doi.org/10.1177/1469787410365658}, urn = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-211917}, abstract = {Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students' engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a high-intensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students' engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes.}, keywords = {Transition; involvement; transition; Engagement}}