Using journey mapping to explore first-year transition: A practice report from a design cohort

Abstract

Journey mapping is increasingly recognised as a useful tool for understanding the complexities of the student experience in higher education. This exploratory, practice-based evaluation investigated the use of journey mapping as a reflective assessment task to develop a stronger understanding of first-year student transition experiences and identify opportunities to improve onboarding and support practices. A total of 11 journey maps submitted with consent were analysed from a cohort of 223 first-year design students. Quantitative responses from a five-point rating scale were analysed descriptively, while students' written reflections and recommendations were analysed thematically. Emerging patterns within the dataset revealed challenges associated with subject selection, orientation and the first weeks of study, as well as themes relating to confidence and belonging. The findings suggest that journey mapping may provide valuable insights into the student transition experience to complement traditional student surveys and inform more responsive, student-centred approaches.