From welcome to progression - fostering first-year success: A case Study from AnSEO and the Teaching and Learning Unit at Munster Technological University.
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| Title: | From welcome to progression - fostering first-year success: A case Study from AnSEO and the Teaching and Learning Unit at Munster Technological University. |
|---|---|
| Authors: | O’Sullivan, Linda1, Bermingham, Marese1, O’Grady, Róisín1, Glynn, Angela Mc1, Casey, Deirdre1, Noonan, Rebecca1, O'Mahony, Shane1, Lawlor, Marian1 |
| Source: | Journal of Perspectives in Applied Academic Practice. 2026, Vol. 14 Issue 2, Part 3, p523-538. 16p. |
| Subject Terms: | *First year experience programs, *Student engagement, *Academic achievement, *School dropout prevention, *Instructional innovations, *Higher education, *Academic support programs, *Achievement gains (Education) |
| Geographic Terms: | Ireland |
| Abstract: | Growing concerns around student retention and progression rates in Ireland have sharpened institutional focus on the first-year experience and the need for targeted, transition-focused support. This case study examines how Munster Technological University’s (MTU’s) award-winning teams, AnSEO (an Irish language term for ‘here’), the Student Engagement Office, and the Teaching and Learning Unit (TLU), are shaping first-year student success. Drawing on MTU’s post-merger context, the paper outlines how AnSEO and TLU have evolved from small, agile teams within the Cork Institute of Technology (CIT) to become key drivers of student success practice across the University. Together, the units deliver a coordinated suite of initiatives that integrate academic support, coaching, skills development, student–staff partnership, structured feedback, peer-led engagement, employability development, and teaching and learning innovation. These initiatives are grounded in best practice in student engagement, transition pedagogy, and academic coaching. There is also a strong emphasis on belonging, confidence, and progression during the crucial first year of study. The paper reflects how two integrated teams have developed scalable and adaptable teaching, learning, assessment, and student engagement (TLASE) strategies during a period of institutional transformation. It concludes by identifying practical lessons for practitioners and institutional leaders seeking to enhance first-year student belonging and success, particularly within diverse and evolving tertiary education settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Perspectives in Applied Academic Practice is the property of Edinburgh Napier University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195257109 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 523 Subjects: – SubjectFull: First year experience programs Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: School dropout prevention Type: general – SubjectFull: Instructional innovations Type: general – SubjectFull: Higher education Type: general – SubjectFull: Academic support programs Type: general – SubjectFull: Achievement gains (Education) Type: general – SubjectFull: Ireland Type: general Titles: – TitleFull: From welcome to progression - fostering first-year success: A case Study from AnSEO and the Teaching and Learning Unit at Munster Technological University. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: O’Sullivan, Linda – PersonEntity: Name: NameFull: Bermingham, Marese – PersonEntity: Name: NameFull: O’Grady, Róisín – PersonEntity: Name: NameFull: Glynn, Angela Mc – PersonEntity: Name: NameFull: Casey, Deirdre – PersonEntity: Name: NameFull: Noonan, Rebecca – PersonEntity: Name: NameFull: O'Mahony, Shane – PersonEntity: Name: NameFull: Lawlor, Marian IsPartOfRelationships: – BibEntity: Dates: – D: 03 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 20519788 Numbering: – Type: volume Value: 14 – Type: issue Value: 2, Part 3 Titles: – TitleFull: Journal of Perspectives in Applied Academic Practice Type: main |
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