Making it mainstream : engaging students who articulate from Vocational Education and Training (VET)

![CDATA[In recent years an increasing number of students have entered Australian universities on the strength of qualifications gained in the VET sector. A number of studies have recognised the importance of positive transition experiences as a foundation for retention (McInnis, Hartley, Polesel, & Teese, 2000) and the needs of this particular group of students have been highlighted in recent research (Dickson, 2000). This paper reports on a research project conducted into the transition experiences of students entering the University of Western Sydney with an AQF Level 5 qualification in early childhood. The experiences of these students who, as a result of academic credit, often begin their first year at university alongside more experienced tertiary students, may have important implications for similar ‘non- traditional’ cohorts in a variety of other courses. Similarly the strategies developed by staff from the early childhood course are worthy of note. According to Lawrence (2005) academic staff often assume that mismatches between students’ prior experiences and the expectations of higher education can be dealt with by merely referring students to support units. The approaches evident in this program demonstrate an alternate pedagogy which integrates disciplinary and literacy expertise.]]