The <i>Transition In</i> framework: Supporting the transition of students into postgraduate taught study

Postgraduate Taught study (PGT) students are often assumed to be confident and independent learners, many possess a strong sense of professional identity thus perceived as not requiring support. This paper aims address these perceptions. presents qualitative the experiences PGT at an Australian university who participated in Transition In program that has been embedded curriculum. The primary aim was explore effectiveness program, which is first step program-wide employability curriculum strategy. findings this demonstrated students’ levels confidence engagement well their connection with profession increased direct result feeling supported. highlights importance of, benefits gained by providing structured support enable them successfully transition into study.