‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention [Scholarly Article - Higher Education, June 2022]

Title:

‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention

 

Authors:

Helen Williams & Nicola Roberts

Both from: School of Social Sciences, University of Sunderland, St. Peter’s Campus, Wearside View, Sunderland, SR6 0AN, England

 

Published:

Higher Education, 7 June 2022

https://link.springer.com/article/10.1007/s10734-022-00881-1

 

Abstract:

New first-year students are vulnerable to dropping out of university because the transition into higher education (HE) is difficult to navigate. Using thematic analysis, we analysed focus groups/interview, exit interviews and qualitative survey data with university students during their first year as criminology undergraduates to explore how they transitioned into HE. Findings show that the transition to a new identity of ‘university student’ was hampered by feelings of awkwardness, which prevented students from fully integrating into student life. However, the subject of criminology was a protective factor because interest in the topic and wanting a degree for betterment, including for future career plans, buffered students against dropping out. We argue that subject-specific interventions may be better in supporting the retention of students and that addressing physical, social and academic awkwardness is key.

 

Scholarly Article: Success of distance learning graduates and the role of intrinsic motivation

Title:
Success of distance learning graduates and the role of intrinsic motivation

Authors:
Joan Simons, Stephen Leverett & Kythe Beaumont

Published:
Open Learning: The Journal of Open, Distance and e-Learning, volume 34, issue 3. Doi: https://doi.org/10.1080/02680513.2019.1696183

From the abstract:
"This study explored the perceptions of 51 graduates of a distance learning health and social care programme, identifying what factors contributed to students continuing for the duration of their distance learning studies and completing their degree. An appreciative inquiry approach was used to identify the positive aspects of the students' experience."

REPORT: Higher Education for Third Country National and Refugee Integration in Southern Europe

Title: Higher Education for Third Country National and Refugee Integration in Southern Europe: TandEM - Towards Empowered Migrant Youth in Southern Europe

Author: Henriette Stoeber

Published: May 2019

Stoeber describes this study as follows:

The comparative, cross-country study reviews the links between integration and higher education policies. It documents the conditions and circumstances for access, retention and completion of higher education for migrants from third countries, including those with a refugee status.

Concrete recommendations to remove barriers and to promote integration are provided for the European and national policy levels, as well as for higher education institutions.

To download this report, go to:

https://eua.eu/resources/publications/848:higher-education-for-third-country-national-and-refugee-integration-in-southern-europe.html