From further to higher education: transition as an on-going process

Abstract

This paper argues that transition is not a one-off event that occurs when students first enter universities but is an on-going 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.

What academics really think about information literacy

“…The literature shows that transition into university involves students essentially having to 'learn how to learn' (Wingate, 2007) and that this is an evolving process which takes time (Tett, Cree & Christie, 2017). Assisting progression from the managed learning of 'copying and pasting' and 'teach to the test' culture, experienced at school, to a university culture where content, depth and criticality are priorities and crucial in enabling students to become independent autonomous lifelong learners (Secker, 2011;Pavey, 2013).…”

“Walking a tight rope”- a risky narrative of transition to University

“…McInnis, 1995;Briggs et al, 2016;Tett et al, 2016;McGhie, 2016). This pattern mirrors the transition to secondary school, when most children indicate considerable anxieties about their forthcoming change, but also often positive anticipations about the new opportunities (Anderson et al, 2000;Lucey & Reay, 2000;Hernandez-Martinez & Williams, 2013).…”

Student perceptions of belonging at university: a qualitative perspective.

“…An aspect of the transition to higher education is successfully navigating a new environment, developing the skills to do so and the support networks required. In that sense transition could be viewed as a journey towards belonging and indeed transition is viewed as an ongoing process (Tett et al, 2017), and belonging itself is multidimensional in nature (Antonsich, 2010). It is recognised that there are active processes required to create and maintain a sense of belonging (Dowling & Mee, 2007).…”