In 2013, a team of four FYTE coordinators was appointed, including a professor who had been a head of school.
Another academic took up the FYTE coordinator role, with more focus on improving orientation and identifying students at risk, and less on engaging colleagues.
In 2016, a new FYTE coordinator took over the role, bringing a high level of enthusiasm and desire to influence change, but encountering competing pressures:
"I've just got to pick my moment" said one FYTE coordinator (5), echoing the experience of others seeking to engage time-poor academics.
The other faculty coordinators were working on their own, so the FYTE coordinator group stood out as an essential forum for community support and mentoring:
In faculty X, formal leaders and disciplinary academics at different levels were highly engaged, an academic literacy expert worked alongside the coordinators and informal leadership was exercised by grantees who shared practice as well as by those in FYTE coordinator and more formal leadership roles.
The FYE Coordinator has been highly successful in engaging academics and increasing their buy-in through facilitating the learning community, supporting academic engagement in the small grant scheme, organising first year forums and leading the FYTE faculty coordinators team.
The work of the faculty FYTE Coordinators complements that done centrally and brings the benefit of contextualising activities to each faculty's priorities and issues.
The FYE Coordinator is regarded as a "power user" of the institutional business intelligence system and supports the FYTE Coordinators and grant holders to access and interpret relevant data on student success and retention.