Transition to higher education; prospective and retrospective student experiences

Abstract

Pre-university (foundation or Level 3) study attracts significant student numbers annually, but approximately 10% of successful Level 3 students do not progress into their university degrees. This project aimed to identify the experiences of current and previous Level 3 students, using questionnaires and focus groups to explore differences by gender, ethnicity and intention to study. One hundred and two current and 56 previous level 3 students participated. Those who felt part of the university were significantly more likely to agree that the foundation course met their expectations. Personal support from academic staff, was highly ranked by students in all year groups, peaking in the final year. Despite considerable student diversity, the foundation year met expectations. However this was significantly lower for Black students compared with other ethnicities, which needs further exploration. Fostering ‘belonging’ to university is important for foundation year students to improve retention rates into their degree courses.

Mastering the transition: induction activities for Chinese students to facilitate adaption to the UK learning environment

“…Day 3: Group case study and presentation Piper et al (2020) suggest that exposing students to group work experiences at an early stage in their programme supports a smooth transition into HE. Chinese universities often emphasise collective harmony and cooperation in group work, whereas UK universities value individualism and personal contributions to the group.…”

Building working relationships with peers: an induction activity for students

“…Therefore, Devis-Rozental and Clarke (2021) emphasise the importance of designing induction activities which enable social interactions among students. Further, Piper et al (2020) suggest that early exposure to group work supports students' transition into HE.…”