Transitions into Higher Education (original) (raw)

What Higher Education Has to Say about the Transition to College

Teachers College Record: The Voice of Scholarship in Education, 2007

Background Higher education researchers have much to say about the transition to college. This field focuses primarily on inequities in college participation and completion, the relative importance of high school preparation, and the utility of financial aid in promoting enrollment. This literature's strongest conceptual emphasis is on theoretical models of student retention. Less is known about other facets of the transition to college, including different postsecondary pathways and college outcomes. Purpose This paper describes the major findings of research on the transition to college contributed by higher education, and how further research might be improved. The specific areas covered are college preparation, college access, persistence, and college outcomes. The reviewed literature covered extant research on the transition to college as conducted by higher education researchers. Research Design This essay is an analysis of extant research on the college transition in the ...

Effective Transitioning to University and into Adulthood University Education

University of Nairobi, 2017

The transition phase from secondary school to higher education (College or University) is highly crucial. It is also a period of transition from adolescence into young adulthood. The significance of student adjustment is immensely involving but also signals that students need to be supported by parents and university systems. There is the students' prior learning experience, which it is hoped has prepared them for university-style learning. But the truth is, the teaching and learning are different, the environment completely changes, and the responsibilities and expectations are tuned to higher levels. Subsequently, the students are required to ensure smooth functioning systems and appropriate conduct.

Transition to Higher Education as a Life Upgrade

EDULEARN proceedings, 2019

The transition from high school to higher education assumes a major role in high adolescence and it is presumed as a very pleasant life experience to students. Nevertheless, the impact of such transition cannot be predicted with accuracy, as it is mediated, not only by students' psychosocial variables but also by their expectations. In fact, the quality of the transition experience is deeply influenced by the clash between what freshmen expect from and what they actually find in higher education. Literature draws attention to the relationships between the initial experiences of students as they begin their higher education and how they perform subsequently. This research focused on the transition to higher education, approaching freshmen's personal and developmental variables. In Portugal, the new student's reception is ritualized by tradition and involves the organisation of an entire integration ceremony (known as praxe) proposed by peers. This paper argues that initiation practices in Portuguese higher education can be regarded as a transition ritual, a group of symbolic activities that brand the shift from secondary to tertiary education. For that, a qualitative methodological approach was adopted, using content analysis as a privileged tool. The target population for this study is composed of 43 first-year students enrolled in Engineering, who had been attending higher education for six months. The sample was composed of 30 students. The chosen method for data collection was a semi-structured interview, which presented topics and questions to the interviewee, without leading him/her toward preconceived choices. Thus, students were questioned about their perceptions concerning the way they experienced the transition to higher education. Data analysis was performed through content analysis, privileging the semantic approach over the syntactic one. Transcripts were coded according to themes and analysed using a constant comparison approach [1]. The data were coded by paragraph and sentence as proposed by Strauss and Corbin [2]. Participants' own categories were tabulated as suggested by Silverman [3]. Results confirm that transition to higher education is actually perceived by students as a true-life transition. However, this life transition is experienced differently according to students' sociocultural background, which influences both the symbolic impact of enrolment in higher education and their expectations about it. The conceptualization of higher education enrolment as a true-life transition and the methodological study design are the features that highlight the present paper in the higher education scientific arena.

Navigating through higher education: mature students in transition

In our paper we are going to focus mature students close to 50 years old. We will present the results of two life histories co-constructed with these mature students, who have entered university in the year of 2010/2011. Our particular interest is to investigate how they have lived this very important transition to higher education.

Challenges Faced By First-Year University Students: Navigating the Transition to Higher Education

Israel Creleanor Mulaudzi, 2023

The transition from high school to higher education presents numerous challenges for first-year university students. This abstract provides an overview of the challenges faced by these students as they navigate this significant life transition. First and foremost, academic demands pose a considerable challenge. First-year students encounter a shift in the level of difficulty and independence required in their studies. They must adapt to new teaching styles, larger class sizes, and more rigorous academic expectations. Additionally, the transition from a structured high school environment to the freedom of university can be overwhelming, requiring students to develop effective time management, study skills, and self-discipline. Social adjustment is another significant challenge. A university often brings together a diverse community of students from different backgrounds, which can lead to feelings of loneliness, homesickness, and difficulty in establishing new social networks. The need to form new friendships and find a sense of belonging can be particularly challenging for first-year students, who may also face the pressures of building a new support system and managing social expectations. Financial pressures also present a considerable hurdle. Many first-year students are faced with the burden of managing their finances independently for the first time, including budgeting for tuition fees, accommodation, textbooks, and other living expenses. The stress associated with financial responsibilities can impact students' overall well-being and academic performance. Furthermore, mental health and well-being are critical concerns. The transition to higher education can trigger or exacerbate mental health issues such as anxiety and depression. The pressure to succeed academically, coupled with the need to adjust to a new environment, can contribute to increased stress levels and feelings of inadequacy. Access to mental health resources and support services is crucial in assisting students through this challenging period. In conclusion, firstyear university students face numerous challenges during their transition to higher education. Academic demands, social adjustment, financial pressures, and mental health concerns all play a significant role in shaping their experience. Recognizing and addressing these challenges through supportive programs, resources, and services can greatly facilitate the successful navigation of this critical life transition and promote the overall well-being of first-year university students.

Coping with Transition to Post-Secondary Education

Canadian Journal of Counselling and Psychotherapy Revue Canadienne De Counseling Et De Psychotherapie, 2011

The increasing diversity of adult learners requires an understanding of their perceived demands and coping strategies in order to provide appropriate campus support programs. A transition perspective was used to examine the individual nature of student responses and to identify common themes in student experiences during the first year of post-secondary studies. Although academic demands were central concerns for students, there was considerable variability in the perceived characteristics of transition demands associated with the student role. Age and sex differences are discussed in light of recommendations for addressing the needs of students in transition. Résumé La diversité d'adultes apprenants requiert une compréhension des besoins perçus par ceux-ci et un développement de stratégies dans le but de procurer des programmes supports sur le campus. Une perspective transitionnelle a été utilisée pour examiner la nature individuelle des réponses des étudiants et pour identifier les thèmes communs dans leur expérience au cours de leur première année d'études postsecondaires. Quoique les demandes académiques furent le thème central des inquiétudes pour les étudiants, il y avait une variabilité considérable au niveau des caractéristiques des demandes perçues concernant la transition associée au rôle de l'étudiant. Les différences au niveau de l'âge et du sexe sont discutées à la lumière des recommandations adressant les besoins des étudiants en transition.

From further to higher education: transition as an on-going process

This paper argues that transition is not a one-off event that occurs when students first enter universities but is an ongoing process that is repeated over time. We draw on qualitative data from a longitudinal project on " non-traditional " students who entered a research-intensive university in Scotland direct from further education colleges. This cohort of 45 was asked about their views on college and university learning in a study that was conducted throughout their time at university; a sub-sample of 15 was then followed up 10 years later. Our data suggest that four significant transitions, or set of critical moments, can be identified: the loss of a sense of belonging on coming to university, learning to fit in by the end of the first year, changing approaches to learning and belonging in the final years of study and changing selves in the years following graduation. At each point, positive relationships with peers and staff made a significant difference to how these transitions were managed. Moreover, the changes experienced continued to have an impact on the personal and professional lives of the cohort.

The theory of emerging adulthood: parents’ experience of their child’s transition to college

Higher Education Research &Development, 2022

ABSTRACT The transition to college is a critical determinant of student success in higher education. Increasingly, students’ parents play a key role in supporting their sons and daughters as they adjust to the academic and social demands of university. However, little research has been conducted into parents’ experiences of their child’s transition to college. Arnett’s theory of emerging adulthood is concerned with the developmental stage typically associated with students. Parents of university students were invited to describe the challenges faced by students in the transition to college. Quantitative and qualitative data were elicited on the parents’ experiences of students’ transition to higher education. A survey was conducted, and participants were interviewed at key points during one academic year. Parents reported struggling with changes in their home and family life during this phase. They expressed mixed and complex views on the adult status of their children. They also sought direct communication and guidance from the university to support more effectively their child during the transition process. The findings of the study are discussed in the light of Arnett’s theory of emerging adulthood and implications are highlighted in this regard. Recommendations are made regarding transition planning, effective communication with parents and the provision of academic and personal support systems to facilitate the successful transition of students to college.

Young people navigating the transition to university: Policy, context and influences

Educational and Child Psychology, 2012

Until the late 20th century the transition from secondary to higher education (HE) was undertaken by only a small proportion of young people. The number of young people in the UK now applying to university each year is the highest it as ever been, at more than half a million. The decision to attend university raises questions for young people about costs and benefits – social, emotional and financial. Surprisingly, the transition to HE has provoked very little academic discussion in that part of the psychology community involved with young people and their education. The paper uses ideas from life course theory (LCT) to organise the research evidence and provide an account in terms of policy, social context and sources of influence. It examines critically the concept of ‘progression’ to higher education and the role of university marketing. The paper concludes by suggesting how psychologists might helpfully engage with the issue at the level of both public policy and individual guidance.