Speaker Biography

Dr. Andrew J. Holliman, BSc (Hons), MA, MSc, PhD, is Associate Professor and Academic Head of Learning and Teaching at the UCL Institute of Education, based in the Department of Psychology and Human Development. 

A Fellow of the British Psychological Society (BPS) and Senior Fellow of Advance HE, Dr. Holliman is currently serving as Chair of the BPS Psychology of Education Section and the BPS London and Home Counties Branch. He was recently named a finalist for the 2024/25 BPS (Division of Academics, Researchers, and Teachers) Higher Education Psychology Teacher of the Year award. 

Dr. Holliman’s research focuses on the psychology of education, pedagogical practices in higher education, and the development of children's literacy. He has contributed as an editor to several internationally recognized books on Educational Psychology, Education and New Technology, and Overcoming Adversity in Education, and Journals including the prestigious Vernon Wall Lecture Series. Central to Dr. Holliman’s work is a deep commitment to supporting individuals in their learning and development, fostering a sense of self-worth, and empowering them to achieve their goals and reach their full potential.
 

Abstract

The transition to university marks a critical period of adjustment, often accompanied by academic, social, and emotional challenges. How effectively students manage this transition can significantly shape their experiences and outcomes. This presentation brings together three interrelated strands of research to deepen understanding and inform support for students during this pivotal phase. 

First, it presents findings from two recent systematic reviews that address methodological inconsistencies in the existing literature by identifying personal risk and protective factors associated with academic and psychosocial outcomes. 

The second strand explores the role of student adaptability (that is, the capacity to adjust one’s thoughts, behaviours, and emotions in response to changing, novel, or uncertain situations) as a key personal resource linked to student success. 

The third strand focuses on the experiences of Chinese international students, drawing on recent research into their unique challenges and preliminary insights from a bespoke English-Mandarin “Orientation Event” designed to support their transition into a UK university. Together, these strands offer original insights into the (primarily personal) factors that influence a successful transition to higher education, with implications for both research and practice.

If you do not have a link to join, please email [email protected]

A guided tour of the Dundee Botanic Gardens Glasshouse, exploring the cultural uses and traditional knowledge associated with the different species, and their reference in recipes/medicine/storytelling/folklore. This is followed by a lunch in which we reflect on BHM and honour our colleagues' contributions.