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Students in transition


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mind map of ideas and research around the theme of student transition

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Students in transition

  1. 1. student experience of change involved in joining the institution institutional activities to support the process of transition cultural and community Johnson (2010) academic What is transition? Areas of change social seven vectors personal Chickering & Reisser (1993) can be a profound change gender Ecclestone, Biesta & Hughes (2010) Psychosocial And/ or unsettling, difficult & unproductive ethnicity Identity development sexuality Developmental theories Retention is a consequence of integration Academic sphere Perry (1981) (later described as engagement) Retention? Tinto (1993) Social sphere Baxter Magolda (1992) Cognitive-structural Biggs (2004) completion of coursework and examinations Academic achievement? Moral development becoming rather than having Academic challenge Fromm (1978) Theories that inform our Active & collaborative learning Categorised in Learning as community thinking about transition Effort invested in educationally NSSE as Student interaction with faculty cognitive apprenticeships purposeful activities (Kuh et al 2008) Enriching educational experiences Lave & Wenger (1991) epistemological theories becoming a junior member of Supportive campus environment the academy A will to learn and the effort institutions devote to using effective Barnett (2007) educational practices” (Kuh et al 2008) And Lea & Street (2000) Investment of psychoso- e.g. time management Study skills cial & physical activity Both qualitative & quantitative elements What is engagement? (Astin 1985) Development is directly proportional to the quality & quantity of involvement Students need to develop in the Academic literacies e.g. learning HE approaches to study Academic socialisation Educational effectiveness is directly related to the level of student involvement following areas to write for HE e.g. discipline specific discourses Engagement is socially constructed Academic literacies Multi-dimensional & holistic Includes the whole student identity moving beyond being stuck Bryson, Cooper & Hardy (2010) threshold concepts van Gennep (1960) Being and becoming is essential Land, Meyer & Smith ed (2008) Becoming is a liminal process & Turner (1969) Dynamic & fluid How do we know if students have successfully made the transition? Quality rather than quantity is important Preparation multiple stages in adapting to Astin (1985) Encounter becoming university student Fully engaged Adjustment Purnell (2002) Engagement? Falsely engaged i.e. achieving a 2:1 Stabilisation Students in transition From Minimal effort After van Gennep takes place Bryson & Hand (2008) Disengaged easily put off Separation along a Tinto (1993) continuum not engaged at all Transition Incorporation Not necessarily uni-directional engaged students can become less engaged Student background Accountable performance – e.g. assignments, attendance where monitored + University culture Interaction – e.g. discussion in tutorials, informal interaction outside the classroom Pascarella (1985) Adams (1979) This shapes the Experiential – e.g. Enjoyment of the subject, self-direction students effort create the agents of socialisation College impact models Decision-making – e.g participation in committees (Pascarella & Terenzini, e.g. student characteristics Inputs Within the classroom or on a Models that describe particular task + the transition process Within a module e.g. campus culture Bryson & Hand (2008) Environment Within the programme particularly influence of peers I E O Astin (1991) Within the university = Multiple loci of engagement engagement tends to be localised academic achievement Outputs peers & tutors career achievement Kember, Lee & Li (2001) wider programme Identified 4 stages in which students then institution transition needs changed Fitzgibbon & Prior (2006) support prior to arrival Alienation 2-6 weeks learning is outcome-, not process-driven Initial induction Mann (2001) good practice in induction Occurs when reward compliance Cook & Rushton (2008) Just enough Education Just In Time exclude students from shaping the discourse Extended induction (JEEJIT) Students from non-traditional backgrounds may lack cultural capital to interpret this has consequences for anticipating what Social transition comfortably completed by the communication from university the university experience will be like end of the end of the first year for most Barriers to Quinn et al (2005) Academic transition far less likely to be complete Bryson & Hardy (2012) transition Sending institution Similar to Cook & Leckey (1999) Greater differences lead to Banning (1989) Differences between greater risk of crisis, but also Receiving institution greater opportunities for growth Students dont understand the differences between HE and previous learning Foster, McNeil & Lawther (2012) May also have unrealistically optimistic expectations about capacity to cope (Jessen & Elander, 2009)Students in transition.mmap - 24/11/2011 -