A longitudinal investigation of the transition of commencing Business students

The challenge

While universities aspire to enhance social mobility and access to education, research shows substantial challenges students face with belonging and engagement in their transition to university. Moreover, the COVID-19 environment significantly disrupted the learning journey, with a higher proportion of commencing students not returning to university in their second year. This study examined the undergraduate and postgraduate business student transition experience, focusing on the association between belonging developed in first year, and student retention and learning outcomes.

Solution 

To investigate this issue, the research team conducted a large-scale survey of first-year business students enrolled in the MBA and Bachelor of Business at the University of Technology Sydney in 2025. The survey was undertaken over three time periods over one semester and comprised questions aimed to understand the variables affecting commencing student belonging and transition experience on campus and at the UTS Business School. To close the loop on survey insights, two focus groups were conducted with students. The team is now analysing the survey and focus group data alongside UTS retention data.

Outcome and impact

This research is contributing to theoretical understandings about how business students’ transition experiences affect both retention and program performance outcomes, and will provide evidence-based strategies to uplift such outcomes. The project aligns with the UTS Business School’s priority area of education and student experience – preparing students as innovative, competent and socially responsible leaders for their chosen careers.

Beyond scholarly outputs, the project aims to make a practical difference to the first-year experience. Findings on friendship formation will inform how first-year subjects build peer connection into early classes, through low-cost measures such as structured group work and consistent tutorial groups. The team is also developing realistic, evidence-based recommendations for Business School leadership, working with key stakeholders to inform a year-long orientation program.

Because the study examined the experiences of first-in-family students, students from low socioeconomic and non-English-speaking backgrounds, and students in paid employment, its findings also speak to sector priorities on equity and student success. The focus groups ensured students’ perspectives shaped how the findings were interpreted and the recommendations that follow.