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Measuring the beginning: a quantitative study of the transition to higher education

Brooman, SD and Darwent, S (2014) Measuring the beginning: a quantitative study of the transition to higher education. Studies in Higher Education, 39 (9). pp. 1523-1541. ISSN 0307-5079

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Abstract

This quantitative study measures change in certain factors known to influence success of first-year students during the transition to higher education: self-efficacy, autonomous learning and social integration. A social integration scale was developed with three subscales: ‘sense of belonging’, ‘relationship with staff’ and ‘old friends’. Students responded to this and existing scales measuring self-efficacy and autonomous learning, before and after participating in transition activities including a group-work poster project. The authors discuss positive outcomes regarding a sense of belonging and how the authors' expectations in other areas such as self-efficacy were not met. The importance of early contact with academic staff and small-group work is confirmed. Tinto's assertions on pre-existing relationships are challenged. The authors suggest that further investigation might prevent a ‘scattergun’ approach to transition based upon superficial understanding of outcomes. They discuss potential models for transition design and support a ‘longer’ process with several opportunities for student engagement in success factor development.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Studies in Higher Education on 14/06/2013, available online: http://dx.doi.org/10.1080/03075079.2013.801428
Uncontrolled Keywords: 1301 Education Systems, 1303 Specialist Studies In Education
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: School of Law
Publisher: Taylor & Francis (Routledge)
Date Deposited: 11 Nov 2015 09:23
Last Modified: 11 Nov 2015 09:23
DOI or Identification number: 10.1080/03075079.2013.801428
URI: http://researchonline.ljmu.ac.uk/id/eprint/1916

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