Academic resources related to student transitions

The list below includes academic journal articles on the academic and social dimensions of transitions to geography in higher education, and work which focuses on student transitions to higher education more generally including enabling and supportive strategies.

This list was collated in June 2021 by Matt Finn with the organising committee in connection to the GeogEd event: Student transitions: journeys into and through geography at university.

For free access research outputs from the Newcastle University Student Transitions project see here:

Baer, L. D. (2008) Misunderstandings about Student Transitions to University: A Slow-Motion Dialogue between Staff and Students, Journal of Geography in Higher Education, 32:2, 303-320, DOI: 10.1080/03098260701514132

Barbarà-I-Molinero, A., Sancha, C., Cascón-Pereira, R. & Kruger, H. A. (2019) Facilitating the transition from being a geography student to becoming a geographer in Spain: the role of professional identity, Journal of Geography in Higher Education, 43:4, 505-526, DOI: 10.1080/03098265.2019.1661369

Barnes, L., Buckley, A., Hopkins, P. & Tate, .S (2011) The transition to and through university for non-traditional local students: some observations for teachers, Teaching Geography, 36:2, 70-71.

Barron, P. and D’Annunzio-Green, N. (2009) A smooth transition?: Education and social expectations of direct entry students, Active Learning in Higher Education, 10:1, 7-25. DOI: 10.1177/1469787408100190

Briggs, A. R. J., Clark, J. & Hall, I. (2012) Building bridges: understanding student transition to university, Quality in Higher Education, 18:1, 3-21, DOI: 10.1080/13538322.2011.614468

Brooks, R. and O’Shea, S. eds. (2021) Reimagining the Higher Education Student Constructing and Contesting Identities, Routledge: London

Butt, G & Collins, G 2017, Understanding the gap between schools and universities. in M Jones & D Lambert (eds), Debates in Geography Education: Second Edition. 2nd edn, Taylor & Francis, pp. 263-274.

Clayton, J., Crozier, G. & Reay, D. (2009) Home and away: risk, familiarity and the multiple geographies of the higher education experience, International Studies in Sociology of Education, 19:3-4, 157-174, DOI: 10.1080/09620210903424469

Duane Nellis, M. (2017) Transitions in U.S. Higher Education: implications for geography learning, Journal of Geography in Higher Education, 41:2, 155-165, DOI: 10.1080/03098265.2017.1293018

Edmondson, S., Speake, J., Crawford, K. & Whiteside, D., (2009) International Geography Fieldwork as a Catalyst for University and School Collaboration, Journal of Geography in Higher Education, 33:3, 393-408, DOI: 10.1080/03098260902982393

Esson, J., Last, A. and RACE Working Group., 2018. Learning and teaching about race and racism in geography. IN: Walkington, H., Hill, J. and Dwyer, S. (eds.) Handbook of Teaching and Learning in Geography. Cheltenham: Edward Elgar, pp. 227-240.

Ferreira, J. (2018) Facilitating the transition: doing more than bridging the gap between school and university geography, Journal of Geography in Higher Education, 42:3, 372-383, DOI: 10.1080/03098265.2018.1437397

Gravett, K. & Winstone, N. E. (2019) Storying students’ becomings into and through higher education, Studies in Higher Education, DOI: 10.1080/03075079.2019.1695112

Hill, J. L., & Jones, M. (2010) ‘Joined-up geography’: connecting school-level and university-level geographies, Geography, 95:1, 22-32, DOI: 10.1080/00167487.2010.12094279

Holdsworth, C. (2006) ‘Don’t you Think you’re Missing Out, Living at Home?’ Student Experiences and Residential Transitions, The Sociological Review, 54:3, 495–519. doi: 10.1111/j.1467-954X.2006.00627.x

Holdsworth, C. (2009), Between two worlds: local students in higher education and ‘scouse’/student identities. Popul. Space Place, 15: 225-237.

Holdsworth, C. (2009) ‘Going Away to Uni’: Mobility, Modernity, and Independence of English Higher Education students, Environment and Planning A: Economy and Space, 41:8, 1849–1864. DOI: 10.1068/a41177

Holton, M. and Riley, M. (2013), Student Geographies: Exploring the Diverse Geographies of Students and Higher Education. Geography Compass, 7: 61-74.

Hopkins, P.E. (2006), Youth transitions and going to university: the perceptions of students attending a geography summer school access programme. Area, 38: 240-247. DOI: 10.1111/j.1475-4762.2006.00691.x

Hughes, A. (2016) Exploring normative whiteness: ensuring inclusive pedagogic practice in undergraduate fieldwork teaching and learning, Journal of Geography in Higher Education, 40:3, 460-477, DOI: 10.1080/03098265.2016.1155206

Jones, S. (2018) Expectation vs experience: might transition gaps predict undergraduate students’ outcome gaps?, Journal of Further and Higher Education, 42:7, 908-921, DOI: 10.1080/0309877X.2017.1323195

Koutsouris, G., Mountford-Zimdars, A. & Dingwall, K. (2021) The ‘ideal’ higher education student: understanding the hidden curriculum to enable institutional change, Research in Post-Compulsory Education, 26:2, 131-147, DOI: 10.1080/13596748.2021.1909921

Leese, M. (2010) Bridging the gap: supporting student transitions into higher education, Journal of Further and Higher Education, 34:2, 239-251, DOI: 10.1080/03098771003695494

Marriott, A. (2007) ‘The transition from A-level to degree geography’, Teaching Geography, 32, pp. 49-50

Pearsall, H., Hawthorne, T., Block, D., Endemaño Walker, B. L., & Masucci, M. (2015) Exploring youth socio-spatial perceptions of higher education landscapes through sketch maps, Journal of Geography in Higher Education, 39:1, 111-130, DOI: 10.1080/03098265.2014.1002079

Puttick, S. & Murrey, A. (2020) Confronting the deafening silence on race in geography education in England: learning from anti-racist, decolonial and Black geographies, Geography, 105:3, 126-134, DOI: 10.1080/00167487.2020.12106474

Pykett, J. and Smith, M. (2009) Rediscovering school geographies: connecting the distant worlds of school and academic geography, Teaching Geography, 34:1, 34-38

Reay, D., Crozier, G., and Clayton, J. (2009) ‘Strangers in Paradise’?: Working-class Students in Elite Universities. Sociology. 43:6, 1103-1121. DOI: 10.1177/0038038509345700

Ribchester, C., Wakefield, K. & Miller, G., (2012) Creating a Transitional Space for New Students Through Pre-Induction Social Networking, Journal of Geography in Higher Education, 36:3, 455-467, DOI: 10.1080/03098265.2011.641172

Richardson, M., & Tate, S. (2012). University is not as easy as A, B, C … : How an extended induction can improve the transition to university for new undergraduates. Emerge, 4, 11–25

Richardson, M., J. & Tate, S. (2013) Improving the transition to university: introducing student voices into the formal induction process for new geography undergraduates, Journal of Geography in Higher Education, 37:4, 611-618, DOI: 10.1080/03098265.2013.769092

Sellers, C. (2019) ‘Fitting in’ and ‘standing out’: the peer group and young people’s development of reader identity, British Journal of Sociology of Education, 40:7, 938-952, DOI: 10.1080/01425692.2019.1622407

Smith, S. V. (2019) Bridging the Border: Using an empathetic lens to support BAME commuting students’ transition into university. In: International Society for the Scholarship of Teaching and Learning, 09 October 2019 – 12 October 2019, Atlanta, USA. (Unpublished)

Stevenson, J. and Baker, S. (2018), “Refugee Students in Higher Education: A Literature Review”, Refugees in Higher Education (Great Debates in Higher Education), Emerald Publishing Limited, Bingley, pp. 51-63. DOI: 10.1108/978-1-78743-714-220181005

Tate, S. and Hopkins, P. (2013) Re-thinking undergraduate students’ transitions to, through and out of university: Examples of good practice in GEES disciplines, The Higher Education Academy,

Tate, S. & Swords, J. (2013) Please mind the gap: students’ perspectives of the transition in academic skills between A-level and degree-level geography, Journal of Geography in Higher Education, 37:2, 230-240, DOI: 10.1080/03098265.2012.763114

Vinson, D., Nixon, S., Walsh, B., Walker, C., Mitchell, E. and Zaitseva E. (2010) Investigating the relationship between student engagement and transition, Active Learning in Higher Education, 11:2, 131-143. DOI: 10.1177/1469787410365658