There is widespread recognition that higher education institutions (HEIs) must
actively support commencing students to ensure equity in access to the opportunities
afforded by higher education. This role is particularly critical for students who because of
educational, cultural or financial disadvantage or because they are members of social
groups currently under-represented in higher education, may require additional transitional
support to ‘‘level the playing field.’’ The challenge faced by HEIs is to provide this
‘‘support’’ in a way that is integrated into regular teaching and learning practices and
reaches all commencing students. The Student Success Program (SSP) is an intervention in
operation at the Queensland University of Technology (QUT) designed to identify and
support those students deemed to be at risk of disengaging from their learning and their
institution. Two sets of evidence of the impact of the SSP are presented: First, its expansion
(a) from a one-faculty pilot project (Nelson et al. in Stud Learn Eval Innov Dev 6:1–15,
2009) to all faculties and (b) into a variety of applications mirroring the student life cycle;
and second, an evaluation of the impact of the SSP on students exposed to it. The outcomes
suggest that: the SSP is an example of good practice that can be successfully applied to a
variety of learning contexts and student enrolment situations; and the impact of the
intervention on student persistence is sustained for at least 12 months and positively
influences student retention. It is claimed that the good practice evidenced by the SSP is
dependent on its integration into the broader First Year Experience Program at QUT as an
example of transition pedagogy in action.
Keywords At-risk students  Engagement  First year experience  Retention 
Student support

• Good practice for enhancing the engagement and success of commencing students

Share :