Transitions to further education: listening to voices of experience (original) (raw)
Related papers
British Journal of Special Education, 2022
Transitions in education are known to have an impact on learners both in social and emotional terms as well as academically. This article argues that transition experiences should be regarded as an ongoing process rather than a one-off event. The move from compulsory education at the age of 16 can have a significant impact on engagement and retention, particularly for learners with additional learning needs (ALN), yet this is an underexplored area. While the transition from compulsory education to a further education (FE) setting brings increased independence, new opportunities and the emergence of adulthood, it can also be a time of trepidation and uncertainty for all learners, including those with ALN. Using an interpretive methodology, the voices of key stakeholders in the transition to FE from one setting were recorded to explore and inform good practice. Data were gathered using online questionnaires, interviews and focus groups. Findings ascertained the value of nurturing effective practitioner-learner relationships in preparation for transition, the importance of developing peer support networks and the provision of a central, safe space that is accessible to learners with ALN at all times.
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.
Transition to higher education; prospective and retrospective student experiences
New directions in the teaching of physical sciences, 2020
Pre-university (foundation or Level 3) study attracts significant student numbers annually, but approximately 10% of successful Level 3 students do not progress into their university degrees. This project aimed to identify the experiences of current and previous Level 3 students, using questionnaires and focus groups to explore differences by gender, ethnicity and intention to study. One hundred and two current and 56 previous level 3 students participated. Those who felt part of the university were significantly more likely to agree that the foundation course met their expectations. Personal support from academic staff, was highly ranked by students in all year groups, peaking in the final year. Despite considerable student diversity, the foundation year met expectations. However this was significantly lower for Black students compared with other ethnicities, which needs further exploration. Fostering 'belonging' to university is important for foundation year students to improve retention rates into their degree courses.
Experience and expectations of transition to higher education: a qualitative exploration
New Directions in the Teaching of Physical Sciences, 2018
Transition to higher education is challenging, and may be more difficult for some groups than others. The transition from level 3 foundation year into level 4 offers the opportunity to explore student perspectives. Qualitative survey and focus group data were collected from current and previous Level 3 students, to ascertain student perceptions about induction, level of belonging, confidence about Level 4 and to identify useful support sources. Over a third of eligible Level 3 students (n=102) participated, but numbers of eligible participants from Levels 4, 5 and 6 were limited. Despite the heterogeneous nature of Level 3 students the majority of students recognised the value of the foundation year. Data suggested that Level 3 students did not identify with the university. Those who did highlighted the importance of social outlets such as clubs and societies. A major cause of dissatisfaction was perceived lack of clarity about the foundation year, including the programme, subjects...
Building bridges: Understanding student transition to university
This paper explores challenges in ensuring effective student transition from school or college to university. It considers the significant social displacement involved in students’ creation of new learner identities. It examines the complex liaison needed for students to progress to appropriate degree courses, settle in to university life and succeed as higher education learners. Secondary data are drawn from analysis and synthesis of international literature on transition to higher education and the formation of learner identity, to identify key concepts. Primary data are taken from two studies of student transition in North-East England using student and staff surveys, student focus groups, staff interviews, and staff/student conferences which discussed selected project data sets. The analyses of secondary and primary data are used to model the process of transition and the formation of learner identity. The modelling process identifies organizational influences from school, college and university which contribute positively to learner growth. These are: personal contact, multiple opportunities, clarity of structure, apposite information, accessibility of people and curriculum, purposeful liaison, and the awareness of the individual within the process. Research into the process of student transition to university is mainly small-scale and the field is under-conceptualised. This paper synthesizes issues from a number of studies, including longitudinal and meta-studies where available, to identify key concepts and issues. These issues are then modelled in relation to current empirical data. Through this approach, the paper seeks to enhance organisational learning about student transition and provide conceptual thinking for the field.
Entering Postgraduate Study: A Qualitative Study of a Neglected Transition
International Journal for Cross-Disciplinary Subjects in Education, 2013
In this paper we demonstrate that whilst attention has been given to other educational transitions, the postgraduate experience has been largely ignored. We suggest this may be due to assumptions of expertise in that group. Here we consider literature together with data from a one year, multi-methods study into postgraduate transition. The literature and data suggest that postgraduate students lead complex lives and require targeted support to enable their study. The participants here did not position themselves as expert, confident learners but instead suffered a range of doubts surrounding their study skills and ability to manage the different aspects of their lives. University practices did not always support their struggles. We use communities of practice theory to understand the participatory transition trajectories. We end by acknowledging that this research represents a small percentage of postgraduate students in the particular context of the UK and call for further research in different contexts to develop our understanding of postgraduate transition.
This paper examines preliminary findings from a research project designed to employ a " whole of institution " (Kift, 2015) approach to mapping the student journey at the University of Bolton, UK. The institution is diverse: a significant proportion of students are mature, first-generation, part-time, from state schools and colleges and from low socioeconomic backgrounds (NS-SEC 4-7). The journey mapping project applies the ICE Model (ideas, concerns, expectations) to understand the factors (perceived and real) that affect engagement and transition to university. The data is being used to design student experience interventions to facilitate adjustment to university and to inform an early intervention and transitional support model. Participants' responses from questionnaires, focus groups and semi-structured interviews are analysed to determine perceptions of their adjustment to university, their expectations and their experience. The following discussion addresses how the data informs the application of transition pedagogy (Kift, 2009) in our own context.
Transitions into Higher Education: processes, outcomes and collaborations
Induction into university education is identified as crucial to the retention of an increasingly diverse student body. This paper explores the issues revealed by a qualitative examination of a series of case studies of Higher Education (HE) induction programmes in UK universities. These case studies represent a cross-section of induction programmes offered by different disciplines. Research demonstrates that ineffective induction into higher education can leave learners shocked, lost, lonely, disorientated and disaffected (Percy, 2001). The analysis suggests that, in response to the increasingly diversified student body, institutions themselves can respond by, for example adapting induction programmes, learning and teaching approaches or course management. Alternatively, students can be required to adapt to the learning environment that is new to them. This paper argues that these issues can more helpfully be considered a process of transition and that universities can extend their ...
What kind of student am I?: Transition talk and investment in learning
2007
The transition from 'fresher' to graduate has been widely conceptualised as a 'learning journey'. This paper is an attempt to apply a broadly discursive approach to the study of the transition from school or college to the first year of university teaching. The aims of the project were twofold: to generate a clearer perspective of the specific needs of first year students, identifying implications for induction, student support and teaching methods and to contribute to the growing number of studies theorising student learning. The paper is based on a small-scale ethnographic research project carried out at the University of the West of England between February and April, 2006. The research process made use of use of focus groups, which are thought to be by far the most effective method for eliciting 'ordinary conversation', as opposed to the more official-seeming and less 'rich' questionnaire method. Our interview schedule included five broad areas of discussion (expectations, reflection, learning and teaching, assessments, well being). Overall we found that students are in the main active rather than passive in their approach to university life and that it is often university structures and methods that prioritise the former rather than the latter approach amongst them. We conclude with some suggestions for further research.