A Framework for Transition: Supporting ‘Learning to Learn’ in Higher Education

In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject‐specific approach is needed to support...