scholarly journals Informational capital and the transition to university: First‐in‐family students' experiences in Austrian higher education

2021 ◽  
Vol 56 (1) ◽  
pp. 27-40
Author(s):  
Franziska Lessky ◽  
Erna Nairz‐Wirth ◽  
Klaus Feldmann
Keyword(s):  
Higher Education ◽  
Transition To University ◽  
First In Family

scholarly journals Developing an 'outdoor inspired' indoor experiential mathematics activity

2017 ◽  
Vol 16 (1) ◽  
pp. 26
Author(s):  
Andrew Burrell ◽  
Jo McCready ◽  
Zainab Munshi ◽  
Davide Penazzi
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Study Skills ◽  
Transition To University ◽  
Theoretical Underpinning ◽  
University Campuses ◽  
Mathematics Departments ◽  
Set Up ◽  
Mathematics Community

The issue of poor retention and achievement rates is one that plagues many British universities. While well documented and researched, there is still need for innovative practices to address this problem. This article outlines the theoretical underpinning of the Activity Guide, a tool the authors developed to support mathematics departments in order to make the transition to university easier for students and thus increase retention and attainment. Some of the topics covered here include reflective practise, experiential learning and independence; topics adapted from an outdoor frontier education course that had been specifically tailored by the authors to target and develop study skills particularly important for mathematics subjects. To allow for transferability and use by the entire higher education mathematics community the Activity Guide was produced to bring a similar course on university campuses, or even in classrooms, to better cater for resources and the scale the institutions’ facilities allow. The Activity Guide contains all that lecturers will need to plan, set up and deliver a range of activities to their students.

Undergraduate Peer Mentoring: An Investigation into Processes, Activities and Outcomes

2007 ◽  
Vol 6 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Ros Hill ◽  
Peter Reddy
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Professional Identity ◽  
Peer Mentoring ◽  
Student Participation ◽  
First Year ◽  
Personal Integrity ◽  
Academic Values ◽  
Transition To University ◽  
Unique Part

Peer mentoring of undergraduates is increasingly being used in higher education to reduce first year attrition by aiding transition to university. We propose that peer mentoring may also be a means of transmitting the values and ethics which reflect academic and personal integrity and underpin graduate and professional identity. In a qualitative study, we examined students' expectations and subsequent experience of a psychology undergraduate pilot mentoring scheme, together with the process and content. Mentors and mentees felt that mentors had a unique part to play in aiding transition to university. Mentors' advice reflected implicit academic values rather than strategic short cuts and mentoring cued reflection on their own development. The implications for encouraging student participation in mentoring schemes are discussed.

Gifted students’ transition to university

2012 ◽  
Vol 29 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Sal Mendaglio
Keyword(s):  
Higher Education ◽  
Gifted Students ◽  
First Year ◽  
Transition To University ◽  
First Year University ◽  
Lack Of Knowledge

The transition from school to university presents novel demands for all students. Although this educational milestone has been addressed by scholars, particularly those interested in the study of higher education, there is a dearth of literature regarding gifted students’ experience of their handling demands of first-year university. In the absence of research on the topic, the article explores two themes that emerged from counselling experience with gifted students who were unsuccessful in making the transition, namely lack of knowledge of the reality of first-year university and factors unique to giftedness.

scholarly journals Understanding the different challenges facing students in transitioning to university particularly with a focus on ethnicity

2017 ◽  
Author(s):  
Hannah Parker ◽  
Annie Hughes ◽  
Caleb Marsh ◽  
Sadia Ahmed ◽  
James Cannon ◽  
...  
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Undergraduate Student ◽  
Further Education ◽  
First Year ◽  
Widening Participation ◽  
Student Body ◽  
Transition To University ◽  
First Year Students ◽  
Minority Ethnic

A positive and successful transition into University is crucial if students are to stay the course in higher education and experience successful outcomes. However, challenges exist in ensuring a connected transition from secondary and further education to higher education that is inclusive and supports the diversity in our current undergraduate student body. We set out to explore the diverse experiences that first year students report about their recent transition to a post-1992 University. We were particularly interested in how these experiences and challenges differed by ethnicity. This is incredibly important given the disparity, recognised in the sector, in the attainment of Black and Minority Ethnic (BME) students compared to their White counterparts and particularly pertinent that this trend reverses attainment patterns in secondary education. This paper summarises some of our key findings in determining the challenges facing students from different backgrounds in their transition to university. It argues that Universities will have to change their transition and wider offer to ensure that diverse students feel welcomed and develop a sense belonging in Higher Education in order for them to achieve successful outcomes.Keywords: Transition, widening participation, ethnicity

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