Making a Successful Transition during the First Year of University Study: Do Psychological and Academic Ability Matter?

Selesho, Jacob M.

doi:10.1080/09718923.2012.11893009

Cited by 5 publications

(10 citation statements)

References 2 publications

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“…Both internationally and locally, students coming into the higher education system are faced with increasing levels of responsibility and significant challenges (Civitas Learning, 2018;Kuh et al, 2007;Selesho, 2012;Wilson-Strydom, 2010). In addition, the transition to higher education presents a substantial turning point for students, in both academic and social aspects (Bojuwoye, 2002;Nel, Troskie-de Bruin & Bitzer, 2009;Tinto, 1993).…”

Section: Introductionmentioning

confidence: 99%

“…In the South African context, a number of studies have been conducted at the various higher education institutions (HEIs) with the aim of trying to understand and highlight the importance of student transition from high school to university (Bitzer & Troskie-de Bruin, 2004;Bojuwoye, 2002;Kotzé & Kleynhans, 2013;Nel, 2008;Nel, Troskie-de Bruin & Bitzer, 2009;Selesho, 2012). A study conducted by Wilson-Strydom (2010) found that the transition experience was difficult for almost all the respondents, irrespective of whether the students came from schools considered as having good resources and academic performance or not.…”

Section: Introductionmentioning

confidence: 99%

“…The term "at risk" is generally used to describe students who are more likely than other students to attrite from HE systems, based on a number of documented factors (Tinto, 2014). At-risk students tend to require higher levels of academic and non-academic support from the university, because they are likely to find the transition to university even more challenging than the average student (Selesho, 2012;UFS CTL, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Academically, a significant problem for students entering the HE system is underpreparedness. Under-preparedness is caused partly by the interdependence and lack of coordination between tertiary, secondary and primary education, where dysfunction in one of these sectors initiates negative consequences in the others (Chetty & Pather, 2015;SANRC, 2017;Selesho, 2012;Wilson-Strydom, 2010). In South Africa (SA), greater synergy between primary, secondary and tertiary education sectors would likely facilitate easier university transitions for students (Strydom et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Local and international literature has foregrounded numerous non-academic challenges that students face in HE systems (Chetty & Pather, 2015;Kuh et al, 2007;Nel, 2014;Selesho, 2012;Tinto, 2014;UFS CTL, 2018;Webbstock, 2016;Wilson-Strydom, 2010). As is the case with academic challenges, non-academic challenges are multiple and complex, arising for many, interlinked reasons.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Design and Implementation of a Student Biographical Questionnaire (BQ) Online Platform for Effective Student Success

Masango¹,

Muloiwa²,

Wagner³

et al. 2020

JSAA

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Knowing relevant information about students entering the higher education (HE) system is becoming increasingly important, thus enabling higher education institutions (HEIs) to design effective studentcentred support programmes. Therefore, HEIs should ascertain all relevant information about their students before the commencement of the academic year. Doing so means that institutions have a head start in understanding the types of support that will be required for different students throughout the year. This article describes the design, implementation and application of a student biographical questionnaire (BQ) online platform at the University of the Witwatersrand (Wits), as well as some of the lessons learned in this regard. The BQ online platform was fully implemented for the first time in January 2016 during the student registration process and has now become an integral part of the university student registration process. Once data collection and analysis is done, a BQ report is compiled and presented to various high-level decision-making structures of the university. The Faculty Student Advisers are the most critical users of the BQ data, as they utilise the data to inform and improve the various student support interventions that each faculty is providing. The planning process for BQ data collection includes questionnaire review; updates on the BQ online platform; testing of the BQ online platform; stakeholder meetings and BQ training of involved stakeholders. Some of the lessons learned when implementing this online platform include buy-in and support from University Management; understanding of the BQ online platform by those dealing directly with students during the registration process; and continuous review and improvements of the BQ online platform. The BQ online platform has proven to be a valuable tool in providing Wits with a head start in understanding the needs of the students and the support they might require to succeed in their first year of study.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Design and Implementation of a Student Biographical Questionnaire (BQ) Online Platform for Effective Student Success

Masango¹,

Muloiwa²,

Wagner³

et al. 2020

JSAA

View full text Add to dashboard Cite

show abstract

Community Development, Transitional Value, and Institutional Affinity

Howard

O’Connell

Lathrop

2015

Journal of Experiential Education

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This article examines the impact of an outdoor orientation program (OOP) on a cohort of first-year university students who participated in a canoe trip facilitated by peer leaders. The curriculum included training for outdoor skills and transitional guidance to university life (i.e., strategies for time management, critical thinking, becoming independent, diversity, and information about interpersonal relationships and healthy living). Employing McMillan and Chavis’s (1986) community development model and a qualitative case study approach, data were collected via a structured focus group designed to investigate the impact of the OOP on students’ adjustment to university life. Results of the study revealed that the OOP experience favorably affected students through the development of a strong sense of community, the facilitation of knowledge transfer from the wilderness context to the university setting, and the generation of a definitive sense of commitment and institutional loyalty to the university.

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Exploring the relationship between food insecurity with hunger and academic progression at a large South African University

Wagner

Kaneli

2021

SAJHE

View full text Add to dashboard Cite

Making a Successful Transition during the First Year of University Study: Do Psychological and Academic Ability Matter?

Cited by 5 publications

References 2 publications

Design and Implementation of a Student Biographical Questionnaire (BQ) Online Platform for Effective Student Success

Design and Implementation of a Student Biographical Questionnaire (BQ) Online Platform for Effective Student Success

Community Development, Transitional Value, and Institutional Affinity

Exploring the relationship between food insecurity with hunger and academic progression at a large South African University

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