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This paper offers ideas towards a solution of some of the problems that arise due to the extension of higher education to an ever wider range of students: especially student drop‐out. It suggests that, as far as is practical, the design and delivery of higher education should be based upon the major changes or transitions which the students undergo. After a definition of ‘transition’ the paper discusses four major examples: transitions in knowledge, understanding and skills; autonomy; approaches to learning; social and cultural integration and the student’s self‐concept. The paper ends by drawing out some of the broader implications of this approach for the design and delivery of higher education.
Hussey et al. (Sat,) studied this question.