‘A little bit better’: Living the first-year experience through compassionate coordination.
Saved in:
| Title: | ‘A little bit better’: Living the first-year experience through compassionate coordination. |
|---|---|
| Authors: | Schmidt Sullivan, Kate (Katya)1 |
| Source: | Journal of Perspectives in Applied Academic Practice. 2026, Vol. 14 Issue 2, Part 2, p242-245. 4p. |
| Subject Terms: | *First year experience programs, *Student well-being, *Educational leadership, *Inclusive education, *Special needs students, *Curriculum planning, Identity (Psychology), Mentoring |
| Abstract: | This reflective analysis explores the complex multivalent identity work involved in supporting first-year learners in undergraduate business education. As the first-year coordinator for a large Management discipline, I am increasingly aware of the intersecting pedagogical, emotional, and systemic demands placed on both students and educators during this critical transition. In this research-informed piece, I reflect on how supporting diverse learners—many of whom are returning to education, navigating undiagnosed neurodiversity, or entering unfamiliar academic and cultural environments—requires a conscious rethinking of success, belonging, and care. Rather than offering a one-size-fits-all solution, I share an evolving philosophy of ‘a little bit better’—a pragmatic, human-centred approach to fostering student wellbeing, confidence, and identity development. This ethos is expressed through small but meaningful interventions in curriculum design, assessment policy, classroom practice, and student support that seek to create space for becoming: becoming more confident, more connected, more capable. Drawing from practitioner experience, this article examines how early-year teaching and coordination involve subtle but sustained acts of scaffolding—not only for students, but for staff navigating the tensions between institutional expectations and pedagogical care. Framed through themes of personalisation, preparedness, and professional identity, this analysis contributes to current conversations around the first-year experience, inclusive education, and belonging. It also offers a practitioner’s perspective on leadership in liminal spaces: where institutional structures are fixed, but everyday practice remains fluid, responsive, and deeply personal. [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 |
| Abstract: | This reflective analysis explores the complex multivalent identity work involved in supporting first-year learners in undergraduate business education. As the first-year coordinator for a large Management discipline, I am increasingly aware of the intersecting pedagogical, emotional, and systemic demands placed on both students and educators during this critical transition. In this research-informed piece, I reflect on how supporting diverse learners—many of whom are returning to education, navigating undiagnosed neurodiversity, or entering unfamiliar academic and cultural environments—requires a conscious rethinking of success, belonging, and care. Rather than offering a one-size-fits-all solution, I share an evolving philosophy of ‘a little bit better’—a pragmatic, human-centred approach to fostering student wellbeing, confidence, and identity development. This ethos is expressed through small but meaningful interventions in curriculum design, assessment policy, classroom practice, and student support that seek to create space for becoming: becoming more confident, more connected, more capable. Drawing from practitioner experience, this article examines how early-year teaching and coordination involve subtle but sustained acts of scaffolding—not only for students, but for staff navigating the tensions between institutional expectations and pedagogical care. Framed through themes of personalisation, preparedness, and professional identity, this analysis contributes to current conversations around the first-year experience, inclusive education, and belonging. It also offers a practitioner’s perspective on leadership in liminal spaces: where institutional structures are fixed, but everyday practice remains fluid, responsive, and deeply personal. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 20519788 |
