ABSTRACT
This chapter focuses on the way activities in introductory courses may support first-year students' enrolment in a specialised knowledge domain and prepare them to engage in knowledge-generating activities. It aims to unpack the transformative practices in three courses in legal education, teacher education and software engineering education, respectively, and to identify aspects that matter for supporting enrolment within and across professional domains. The chapter contributes insights into how the experiences and transitions of first-year students in higher education can be facilitated. It relates to a strand of higher education research that takes interest in the distinctiveness of academic disciplines and what these imply for newcomers. The chapter also discusses how similarities and differences in enrolment mechanisms between the course contexts can be understood, and conclude by pointing at how these insights contribute to the overall understanding of transitions among first-year students.
