From college to university: looking backwards, looking forwards

Christie, Hazel; Cree, Viviene E.; Hounsell, Jenny; McCune, Velda; Tett, Lyn

doi:10.1080/13596740600916591

Cited by 25 publications

(31 citation statements)

References 13 publications

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“…Students who transfer between sectors do, in theory, have the academic skills required to tackle the next level, however in practice they are often under-prepared for study at university, and there is a period of adjustment while they learn how to operate effectively in the new institution. In addition, research shows that there are very different learning environments in colleges and universities, which may make the transition difficult for students (Broad 2006;Christie et al 2006). While the culture in college is based on high levels of staff guidance and student participation, in universities the learning environment is more autonomous: students have limited formal contact time with staff and have to take control of their own learning.…”

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confidence: 98%

Direct entrants in transition: becoming independent learners

Christie

Barron

D'Annunzio-Green

2013

Studies in Higher Education

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This article investigates the dynamic transitions that college leavers make to university. It draws on qualitative research with a group of students who took direct entry to the second or third year of a degree programme at university, to show that successful transitions depend on the students becoming independent learners. It argues that the students who adapt best to the new learning environment are those who understand what independent learning entails, and who are good time managers. While the transitions experienced by direct entrants are comparable to those of students entering the first year of a degree more generally, the article recognises that there are differences. The difficulties experienced by many new students -including learning how the university works -may be exacerbated amongst direct entrants because they have less time in which to adapt to the new regime and their needs are often less visible at the institutional level.

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confidence: 98%

Direct entrants in transition: becoming independent learners

Christie

Barron

D'Annunzio-Green

2013

Studies in Higher Education

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“…Attention has focused on key aspects of student learning, including initial experiences of the assessment process, and how these might differ from their previous learning environment (Beaumont, O'Doherty, andShannon 2011: Macaskill andDenovan 2013), and the role of perceptions of, and attitudes towards, independent learning (Bharuthram and McKenna 2006;Hallett 2012;Kember 2001). Another focus has been on students' identities and how the transition to a new learning environment, with its potential to disrupt a safe and secure learner identity, can be experienced in intensely emotional terms that can affect students' self-belief and feelings of competence (Christie et al 2006;Cramp et al 2012). While these two bodies of research offer a framework for developing a more dynamic interpretation of students' transition processes, this has yet to be fully realized.…”

Section: Transition Experiences At Universitymentioning

confidence: 99%

‘It all just clicked’: a longitudinal perspective on transitions within university

Christie

Tett

Cree

et al. 2014

Studies in Higher Education

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This paper explores the transitions that a group of students, admitted from further education colleges as part of broader widening access initiative at a Scottish researchintensive university, made across the lifetime of their degrees. It investigates how they negotiate their learning careers beyond the first year, and how they (re)define their approaches to independent learning as they progress to the later years of their courses. Evidence is drawn from 20 students who were interviewed during each of their three or four years of study to provide a longitudinal account of their experiences of engagement and participation at the university. We draw attention to three ways in which the students made transitions across the course of their degrees: to increased knowledge of the conventions of academic writing; to enhanced critical skills; and to practical strategies to prioritise learning.

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“…This paper is based on a longitudinal study following a group of students making the transition from further education into an 'elite' Scottish university (Christie et al 2006(Christie et al , 2008. The analysis presented here investigates the similarities and differences between the accounts given by younger and older students of their reasons for entering higher education.…”

Section: Introductionmentioning

confidence: 99%