Which Aspects of University Life Are Most and Least Helpful in the Transition to HE? A Qualitative Snapshot of Student Perceptions

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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15

Foreign Countries; Undergraduate Students; College Freshmen; On Campus Students; Adjustment (to Environment); Student Surveys; Student Experience; Social Support Groups; School Orientation; Student Attitudes; Attitude Change; College Environment; Social Integration; Qualitative Research

10.1080/0309877X.2014.971109

0309-877X

"Student Transition Project, University of Derby, Derby, UK." Whilst there is a significant consensus, in the literature, that student transition to HE plays a major role in future academic performance and success, there is, as yet, no broad agreement as to how best to support students during this process. Theoretical accounts of transition offer some direction to educators but acting on these accounts may be problematic, as many students do not understand the process they are experiencing or the needs of their new environment. Without this understanding, well-developed interventions may fail to gain student engagement at that time. A better understanding of which aspects of university life do seem most relevant to students, during transition, may help universities to better target their support. This qualitative study requested two cohorts of students to respond to two open statements, seeking to identify which aspects of their experience they found most and least helpful. In this way it was hoped to gain some insight into which aspects of university life were most dominant in their thinking. To identify key themes, among which were (1) social support, (2) psychological mind-set and lifestyle, and (3) university actions, 498 responses were received, coded and analysed. Academic concerns did not appear to be a significant theme. The findings of this study suggest that transition support may gain better student engagement if it is initially focused on social integration and student wellbeing and lifestyle. Universities may also wish to pay more attention to the impact of administrative processes failing to meet student needs in the transition period.

As Provided

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2015

EJ1059551