Guest Editorial – Systems and cultures of first-year success: evidence, relationships and change

This third part of the Special issue brings together papers where the focus is beyond the curriculum setting (see part two) and while students remain key to the work explored here (see part one), the lens here iswider. This section explores institutional strategies, wider theorising and reflection. We see authors considering systemic changes and broader contextual considerations for supporting first year students in atertiary world. Initiatives described in this section are focused on changing cultures, they are often university wide, or sometimes across universities.
We note that in the wider context of European first-year experience, there are ongoing developments, which are likely to continue to shape university practices and support for student success across European settings. Some papers in this Special Issue (including Van Wiele’s paper in this section) are based on Erasmus + European projects for example, which are now well established. More recently the European University Association (n.d.) has been exploring quality processes, teaching development and other aspectsof HE systemic framing around student experience. Our own European First Year Experience Conference, which was the catalyst for this Special Issue, continues to reach more countries and frame ideas and practices in local, institutional, national and European settings. The future of student success in a tertiary world looks bright.