What is student success? The first-year student perspective

Definitions of student success are well documented in policies, legislation and strategies (Lowe, 2023). However, little research has been undertaken into how students themselves define student success. This project aimed to add to this discourse and provide the student voice and perspective into how they define and take owenership for definiting student success in higher education as they transition into the university environment. We therefore consider the following research questions: How do students in transition at Abertay University define student success? What factors do students consider most critical to achieving success?

The population of this study consisted of 3 invited groups of participants from Abertay University. All participants were defined as students in ‘transition as induction’ (Gale and Parker, 2012, p. 739). A sample size of 1231 participants were invited to complete the survey across 3 distinct transition interventions. These include 1st undergraduate students entering level 7 (SCQF, 2006), 2nd year entrant student entering level 8 (SCQF, 2006) predominately from a Scottish college, and postgraduate students entering level 11 (SCQF, 2006) on an Abertay Online asynchronous postgraduate degree programme. The purpose of this sampling method was to enable an understanding of definitions of student success by distinct entry points.

45% (n=550) of eligible participants invited completed the optional survey. The majority of participants were 1st year undergraduate entrants with 80.36% (n=442) contributing to the final sample size.

Analysis of the responses revealed that students value health and wellbeing equally to academic achievement, highlighting a holistic view of success that extends beyond grades and academic performance. Additionally, 35% of students reported that they must work alongside their studies to afford university expenses, emphasising financial stability as a critical factor in their experience of success. These findings suggest that student success is a multidimensional concept, encompassing wellbeing, academic performance, and financial security. Notably, a further 33% of students reported that they were actively seeking part time work with associated comments using language such as to ‘survive my studies’.

The presentation will detail the findings and offer insights and recommendation that put the student voice centrally focused on discussions about success in higher education. The results highlight the importance of future policies that consider compassionate approaches to students’ health, wellbeing, and financial support as integral elements to student success. The recommendations will focus on structures, policies and processes to enhance student outcomes. The presentation will conclude by considering the following discussion questions:

* How can student voices be more effectively included in policy-making and strategy development?
* What are some innovative practices or programmes that have successfully enhanced student success at your institution?
* How can universities create a culture of compassion and support for students?

Summary
This study explored how students at Abertay University define success during transitions into higher education. Survey responses from 550 participants emphasised a holistic view of success, valuing wellbeing and financial stability alongside academic achievement. Findings advocate for compassionate policies addressing health, wellbeing, and financial support to enhance student success comprehensively.

Main Message
The main message of this study is that student success in higher education is a multidimensional concept, defined by students as a balance between academic achievement, health and wellbeing, and financial stability. Policies and strategies must prioritise compassionate support for these interconnected areas to truly reflect and enhance the student experience.