Supporting student transition and progression is central to inclusive and diverse learning and teaching practices. We recognise the challenges of the transition to university as well as progression across levels where students are often unclear what is expected of them. It is crucial to foster greater transparency of expectations across higher education contexts.

This area of research intends to unpack a range of issues and challenges of academic transitions and progressions. This includes aspects of self-efficacy and well-being, academic literacy development, student engagement and belonging, staff-student views and expectations of university students. It also encompasses research on students’ and academic readers’ views of university applications, aiming to contribute to the understanding of disciplinary epistemology and implicit considerations of academics based on departmental and institutional conditions.