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Whannell, R., & Whannell, P. (2015). Identity Theory as a Theoretical Framework to Understand Attrition for University Students in Transition. Student Success, 6, 43-52.
https://doi.org/10.5204/ssj.v6i2.286

has been cited by the following article:

• TITLE: Identity and Role Challenges for Academic Teams Engaging with a First-Year Transition Program

  AUTHORS: Ingrid Harrington, Robert Whannell, Traci-Ann Garrad, Angel Mok, Tim Bartlett-Taylor, Peter Fletcher

  KEYWORDS: Higher Education, Student Retention, Student Attrition, First Year Experience

  JOURNAL NAME: Creative Education, Vol.15 No.10, October 10, 2024

  ABSTRACT: The Commencing Student Success Project (CSSP) was initiated in July 2020 to address on-going issues relating to the experiences of commencing students. The quality of the transition experience into higher education studies is associated with student retention and attrition. The project aimed to develop and enact a set of principles focused on the teaching academic: student relationship, that would positively enhance the student experience, and improve student retention in their first year of study. This article examines academics’ perceptions of the benefits of involvement in the CSSP project, and identifies challenges they experienced relating to changes in their role as a Unit Coordinator (UC) of a commencing unit. A number of strategies on how to efficaciously train and support academics who may be involved in such a project are proposed.