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Maunder mjali & cunliffe presentation


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Maunder mjali & cunliffe presentation

  1. 1. Exploring transition in HE for first and second year undergraduate psychology students: the role of expectations, personal growth and social identity in shaping experiences Rachel Maunder, Sibulele Mjali and Matthew Cunliffe Division of Psychology, University of Northampton
  2. 2. Background <ul><li>The importance of life transitions (e.g. Zittoun, 2006) </li></ul><ul><li>Educational transitions (e.g. Hviid & Zittoun, 2008) </li></ul><ul><li>Link between transition and retention (e.g. Ozga & Sukhnandan, 1998; Yorke, 2000) </li></ul><ul><li>How HE transitions are experienced (e.g. Hussey & Smith, 2010; Leese, 2010; Lowe & Cook, 2003; Maunder et al., 2010) </li></ul><ul><li>URB@N project </li></ul><ul><li>How do undergraduate psychology students talk about their experiences of transition in higher education? </li></ul>
  3. 3. Method <ul><li>Qualitative </li></ul><ul><li>Focus groups and semi-structured interviews </li></ul><ul><li>Student researchers </li></ul><ul><li>Thematic analysis (Braun & Clarke, 2006) </li></ul>
  4. 4. Experience of transition University ideals Cultural norms and values Growth and beliefs Independence and responsibility Social comparison Expectations vs reality Mental preparation Conflicting ideologies Developmental changes to self Community
  5. 5. University ideals <ul><li>Cultural norms and values </li></ul>Life course Localised norms HE as status Normative experience
  6. 6. University ideals <ul><li>Social comparison </li></ul>Traditional vs Mature Campus vs Home living Slackers vs Studious
  7. 7. University ideals <ul><li>Community </li></ul>Fear of isolation Transient bonds Group membership
  8. 8. Expectations vs Reality <ul><li>Conflicting ideologies </li></ul>Party vs Pressure Independence vs Support Home vs Uni
  9. 9. Expectations vs Reality <ul><li>Mental preparation </li></ul>
  10. 10. Developmental changes to self <ul><li>Independence and responsibility </li></ul>
  11. 11. Developmental changes to self <ul><li>Growth and beliefs </li></ul>
  12. 12. Summary of findings Ideologies Expectations Personal change
  13. 13. Summary of findings <ul><li>Cultural norms and beliefs are important in shaping expectations </li></ul><ul><li>Transition has both shared and unique elements </li></ul><ul><li>Transition is progressive </li></ul><ul><li>Social identity is of central importance </li></ul>
  14. 14. Implications <ul><li>The role of induction </li></ul><ul><li>Facilitating social contact (e.g. Kantanis, 2000; Peat et al., 2001; Tajfel & Turner, 1979; Wilcox et al., 2005) </li></ul><ul><li>Managing expectations (e.g. Cook & Leckey, 1999; Rowley et al., 2008) </li></ul>
  15. 15. Discussion points <ul><li>To what extent do these findings resonate with your own institutional experiences? </li></ul><ul><li>What aspects of transition should we/can we support, and how much should we interfere? </li></ul><ul><li>How can we facilitate ‘mental preparedness’ for HE study? </li></ul>
  16. 16. References <ul><li>Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. </li></ul><ul><li>Cook, A. & Leckey, J. (1999). Do expectations meet reality? A survey of changes in first-year student opinion. Journal of Further and Higher Education, 23(2), 157-171. </li></ul><ul><li>Hussey, T. & Smith, P. (2010). Transitions in higher education. Innovations in Education and Teaching International, 47(2), 155-164. </li></ul><ul><li>Hviid, P. & Zittoun, T. (2008). Transitions in the process of education. European Journal of Education, 23(2), 121-130. </li></ul><ul><li>Kantanis, T. (2000). The role of social transition in students’ adjustment to the first year at university. Journal of Institutional Research, 9(1), 100-110. </li></ul><ul><li>Leese, M. (2010). Bridging the gap: supporting student transitions into higher education. Journal of Further and Higher Education, 34(2), 239-251. </li></ul><ul><li>Lowe, H. & Cook, A. (2003). Mind the gap: are students prepared for higher education? Journal of Further and Higher Education, 27(1), 53-76. </li></ul><ul><li>Maunder, R. E., Gingham, J. & Rogers, J. (2010). Transition in higher education: exploring experiences of first and second year undergraduate students. Psychology of Education Review, 34(1), 50-54. </li></ul><ul><li>Ozga, J. & Sukhnandan, L. (1998). Undergraduate non-completion: developing an explanatory model. Higher Education Quarterly, 52(3), 316-333. </li></ul>
  17. 17. References <ul><li>Peat, M., Dalziel, J. & Grant, A M. (2001). Enhancing the first year student experience by facilitating the development of peer networks through a one-day workshop. Higher Education Research & Development, 20(2), 199-215. </li></ul><ul><li>Rowley, M., Hartley, J. & Larkin, D. (2008). Learning from experience: the expectations and experiences of first-year undergraduate psychology students. Journal of Further and Higher Education, 32(4), 399-413. </li></ul><ul><li>Tajfel, H. & Turner, J. C. (1979). An integrative theory of inter-group conflict. In S. Worchel & W. G. Austin (Eds.), The psychology of intergroup relations (2nd ed.). Chicago: Nelson Hall. </li></ul><ul><li>Zittoun, T. (2006). Transitions: Development through symbolic resources. Greenwich: Information Age Publishing. </li></ul><ul><li>Wilcox, P., Winn, S. & Fyvie-Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: the role of social support in the first-year experience of higher education. Studies in Higher Education, 30(6), 707-722. </li></ul><ul><li>Yorke, M. (2000). Smoothing the transition into higher education: what can be learned from student non-completion? Journal of Institutional Research, 9(1), 35-47. </li></ul>
  18. 18. Contact details <ul><li>Dr Rachel Maunder </li></ul><ul><li>E-mail: [email_address] </li></ul>