Building bridges: understanding student transition to university

Abstract

This article explores challenges in ensuring effective student transition from school or college to university. It examines the complex liaison needed for students to progress to appropriate courses, settle into university life and succeed as higher education learners. Secondary data (international literature on transition and the formation of learner identity) are analysed to identify underpinning concepts. Primary data are taken from two studies of student transition in England using student and staff surveys, student focus groups, staff interviews and staff-student conferences that discussed selected project data sets. The article goes on to offer a model of the process of transition and the formation of learner identity. It proposes that the development of higher education learner identity is essential to student achievement and is initially encouraged where schools, colleges and universities adopt integrated systems of transition. This has clear implications for practice for higher education administrators, academics and quality officers.

Learning to change: the rationale for the use of motivational interviewing in higher education

“…It can be a disturbing process and can have unintended consequences (Britzman, 2003;Coren, 1997). For example, transition to HE can be challenging (Briggs, Clark, & Hall, 2012). The combination of factors such as a commitment to an extensive period of education in which earning capacity is reduced yet costs are high, the assessment process in which students are judged against established (yet sometimes opaque) standards and for many students the move away from the family home and entry into adulthood can all provoke stress.…”

Supporting Student Transition and Early Engagement: An Online Induction Program

“…Research demonstrates that contact with current university students and staff can positively influence prospective student aspirations, and furthermore, that engaged students are more likely to persist, achieve success and complete their qualifications (Briggs & Hall, 2012;Leach & Zepke, 2004;McKenzie & Schweizer, 2001 Other evidence suggests that the interactive nature of the induction program, providing students with the opportunity to engage in conversations regarding their expectations, interests and any concerns, is likely to play a key role in aiding student transition, supporting students to develop early friendships, and establish commonalities with others prior to even arriving on campus (Bowles et al, 2011;Lowe & Cook, 2011;Tinto, 1998;Urquhart & Pooley, 2007). Introducing students to key staff and student leaders within their campus precinct via short welcome videos is intended to develop student affiliation, a sense of belonging, and a level of comfort with their future university; and, in this case, new on-campus home (Pittman & Richmond, 2010).…”

“…Indeed, research highlights that the initial experience in higher education is pivotal in establishing attitudes, expectations, motivation and approaches to learning, and that forming positive social relationships, making connections, and developing a sense of 'fit' with an institution can be vital in aiding adjustment (Bowles, Dobson & Fisher, 2011;Briggs & Hall, 2012;Cheng, 2004;Coffman & Gilligan, 2002). Research further demonstrates that a supportive environment and an appropriate and stimulating induction can increase persistence and success, reduce attrition, and assist students to cope with demands of the higher education environment (Bowles et al, 2011;Coffman & Gilligan, 2002;Hultberg, Plos, Hendry, & Kjellgreen, 2008;Leese, 2010).…”

Library Experience and Information Literacy Learning of First Year International Students: An Australian Case Study

“…Learning of First Year Int'l Students effects of this social displacement can be particularly problematic for students from cultural backgrounds that are under-represented (Briggs, Clark, & Hall, 2012;Hellsten, 2007).…”

“…For international students, this approach supports a shift from deficit model responses (Leask, 2015), based on assumed difficulties and differences, to international pedagogy, "which is inspired by principles of effective pedagogy and professional excellence" (Hellsten, 2007 p. 88). It can also strengthen transition programs that seek to allow an interplay between the social and academic circumstances of students and institutional support systems (Briggs, Clark & Hall, 2012).…”