Adult transitional theory and transfer shock in higher education: practices from the literature

Abstract

Purpose This paper aims to outline foundational research on adult transition theory and transfer shock in higher education to provide the reader with a theoretical and practical framework for the library-focused articles in this special issue. Design/methodology/approach This paper is a review of relevant higher education literature related to transfer shock and core research related to adult transitional theory. Findings Transition is a period in-between moments of stability. The state of confusion and disorientation caused by the transition of transfer students from one academic culture to another is a form of culture shock known as transfer shock. “Transfer shock” refers to the decline in academic performance by transfer students immediately following transition to an institution of higher education and the corresponding recovery prevalent for most students in succeeding semesters. Recent studies have expanded the definition of transfer shock to include the academic and social factors that contribute to attrition and lack of degree persistence. Key factors that correlate to transfer students’ success or failure include gender, race, time of transfer, GPA, prior academic success, faculty collaboration, level of engagement with degree program and campus support. Originality/value Although most literature on transfer students published by librarians includes literature reviews citing relevant articles, it lacks an extensive literature review collecting research from social science and education literature.

Against the odds: an investigation into student persistence in UK higher education

“…The pressures of these challenges may be dueat least for students in their first yearto the shock of transition from one academic environment to another and having to come to terms with the increased demands of HE study compared to a typical sixth-form college environment. This phenomenon is referred to by Ivins, Copenhaver, and Koclanes (2017) as 'transfer shock', and relates to the confusion that can be felt as students transition into higher education from another academic culture. Transitioning students must develop the skills of independent learning; they need to learn that they need to learn, not merely be taught (Railton and Watson 2005).…”

Mitigating risk: mediating transition through the enactment of information literacy practices

“…Although a number of studies have explored the move from secondary to tertiary education (Bent, 2008;Burhanna, 2013;Secker & Coonan, 2011) as well as between institutions (e.g. Ivins, Copenhaver & Koclanes, 2017;Nelson, 2017), the emphasis on individual actions has neglected to account for the structural forces that impact student engagement with change. Exceptions are found in Willson's (2016) research, which highlights the important role that institutional goals and the actions of colleagues play in mediating transition, as well as in studies that emphasise the passage from novice to expert (Lloyd & Somerville, 2006;Moring, 2012) and the need to reconcile established ways of knowing (Lloyd, 2015).…”

Building Intercultural Teachers: Designing Information Literacy Instruction Opportunities for Increasingly International Populations

“…Burhanna, 2013) or as a transfer student between colleges (e.g. Ivins, Copenhaver & Koclanes, 2017). However, the recognition that a move from the classroom to an immersive learning environment forms a significant disruption in life circumstances suggests that overseas engagement forms a similarly complex transitional event (also see Hughes, Cooper, Flierl, Somerville & Chaudhary, 2018).…”