Abstract

Research on higher education student retention and transition has been an ongoing focus since the 1950s. During the past decade research into this area has gathered momentum as institutions of higher education increasingly recognise the economic and social costs of failing to retain and transition future graduates. Transition approaches are generally one of integration or adaptation. In this paper I examine Gen Y’s learner characteristics and relate that to integration and adaptation discourses. I argue that transition is a complex issue and that there is a compelling case for both adaptation and integration approaches. I also propose that consideration of Gen Y characteristics could usefully inform how effective transition is conceptualised in higher education.