BARRIE, ONTARIO – Educator and researcher Keith Connell has co-authored a new scholarly book chapter exploring how post-secondary institutions around the world support students during their critical first year of study. The chapter, A Comparative View of Post-Secondary First-Year Student Transition Programming, appears in a recently published volume focused on student affairs and higher education practice.

Written by Clayton Smith, Nosisana Mkonto, Keith Connell, and Toyosi Bamgboye, the chapter examines first-year experience (FYE) programming across multiple educational systems and cultural contexts, including East Asia, Europe, Australia, India, Singapore, Finland, and South Africa. The authors analyze how institutions support students academically, socially, and psychologically as they transition into higher education.

The chapter highlights the growing importance of comprehensive student support systems that extend beyond orientation activities and academic preparation. Through a comparative analysis of Confucian, Socratic, and hybrid educational models, the authors identify common practices associated with student success, including mentoring programs, academic skills development, mental health supports, social integration initiatives, and dedicated first-year transition programming.

A significant portion of the chapter focuses on a detailed case study of the Cape Peninsula University of Technology in South Africa, where a comprehensive first-year experience framework integrates academic support, mentoring, retention initiatives, orientation programming, and student wellness services. The case study provides practical insights for institutions seeking to strengthen student persistence and engagement.

"The first year of post-secondary education remains one of the most important periods in a student's educational journey," said Keith Connell. "What this chapter demonstrates is that institutions around the world are addressing similar challenges in different ways, yet many of the most effective approaches share common themes centred on belonging, engagement, academic preparation, and holistic student support."

The chapter concludes with a series of professional practice recommendations for colleges and universities seeking to improve student persistence and success. These recommendations emphasize the importance of dedicated first-year support structures, innovative curriculum design, mentorship, mental health resources, orientation programming, and opportunities for students to develop meaningful connections within their institution.

The publication contributes to the growing international conversation surrounding student success and provides a framework for higher education leaders, faculty members, and student affairs professionals interested in strengthening first-year student outcomes through evidence-informed practice.

About Keith Connell

Keith Connell is Program Coordinator and Professor in the Digital Content Creation and Strategy program at Georgian College and a PhD candidate in Educational Leadership and Policy at the University of Windsor. His research focuses on international student persistence, student engagement, leadership, organizational change, and higher education strategy.

Media Contact

Keith J. Connell
Email: thecollegeprofcanada@gmail.com
Website: keithjconnell.com

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