Effective Transitioning to University and into Adulthood University Education (original) (raw)

Bridging the Gap: transition from school and college to University

The project addressed the following criteria:• Increased knowledge of the secondary and higher education environment and better knowledge of what student expectations are (e.g. study into pre-entry expectations; opportunities for Newcastle lecturers to meet secondary school teachers and share knowledge)• Increased knowledge of both how school students learn and what they learn (curriculum). Transition issues, with the resultant satisfaction and retention of students, are a current focus across the University; this project is designed to promote wider understanding of these issues and to enable strategies to address them. It enables synthesis and dissemination of what is already known, and identification of areas of current and potential future good practice.

Transitions into Higher Education

2020

The transition into higher education is internationally recognized as a critical developmental period characterized by changes in contexts, identities, relationships, roles, and responsibilities. Further, it typically coincides with the developmental progression from late adolescence to emerging adulthood, which brings its own challenges and opportunities for success as well as struggle. This confluence of disruption and change can contribute to psychological upheaval or reveal resilience. The entry begins with a discussion of the current state of higher education enrollment, and describes the transition to higher education within various key domains, including considerations of identity and development in emerging adulthood, relational and financial changes during this transition, and the impact on mental health. The entry concludes with a discussion of institutional programs aimed at supporting the transition into higher education, and recommendations for future programming

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.

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.

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.

From High School to University: A Review on Transition, Correlation, and Perceptions

Diksi

Artikel ini memaparkan suatu kajian tentang transisi antara sekolahmenengah atas dan universitas. Tujuan dari artikel ini adalah untuk menyajikansebuah gambaran yang jelas tentang berbagai penelitian yang membahas isu-isutransisi, dengan memberikan deskripsi penelitian yang telah dilakukan, terutamayang berkaitan dengan korelasi antara SMA dan universitas. Lebih khusus lagi,artikel ini memberikan gambaran apakah performansi bahasa Inggris siswa diSMA berpengaruh pada saat mereka belajar bahasa Inggris pada tahun pertamauniversitas. Untuk melengkapi pembahasan, beberapa penelitian menyangkutpersepsi mahasiswa tentang peralihan dari SMA ke unversitas, khususnyapengalaman mereka menjalani pendidikan di SMA turut dikemukakan dalamartikel ini.Kata kunci: SMA, universitas, transisi, persepsi

The Development of a Student Focused Model for Transition to University

Eculture, 2013

The transition to university is a well recognised challenge, especially for non-traditional students. This paper presents a student-focused model for the transition to university, developed through an extensive literature review, discussions with a range of professionals nationally and internationally, and first year teaching practice. The model was applied to the development of a range of strategies to be implemented at one institution. The use of the model may facilitate the development of a university-wide approach to the issues of student transition to university and the first year in higher education experience. The model will allow a balanced approach to be developed.