Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development

This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. In particular, the study drew on research into academic socialisation and academic literacies to examine students’ accounts of joining first year and their development of student identities. While describing anxieties and concerns about adjusting to the new practices and discourses of English literature at university level, students’ identification with their chosen subject appeared closely implicated in their engagement with university study and their academic identity formation. The study adopted a phenomenographic methodology suited to suggesting interpretative narratives of the experiences of small groups of participants.

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The Influence of Two PBL Curricular Contexts on First-Year Students’ Understandings of PBL, Approaches to Learning and Outcomes

Problem-Based Learning in Clinical Education ◽

10.1007/978-94-007-2515-7_5 ◽

2011 ◽

pp. 59-80 ◽

Cited By ~ 1

Author(s):

Tracey Winning ◽

Vicki Skinner ◽

Angela Kinnell ◽

Grant Townsend ◽

Gunnel Svensäter ◽

...

Keyword(s):

Approaches To Learning ◽

First Year ◽

First Year Students

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Focusing on first year assessment: Surface or deep approaches to learning?

The International Journal of the First Year in Higher Education ◽

10.5204/intjfyhe.v3i2.127 ◽

2012 ◽

Vol 3 (2) ◽

Cited By ~ 8

Author(s):

Sharn Donnison ◽

Sorrel Penn-Edwards

Keyword(s):

Approaches To Learning ◽

First Year ◽

Deep Approaches To Learning

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Instructional Issues and Retention of First-Year Students

Journal of College Student Retention Research Theory & Practice ◽

10.2190/cs.11.2.f ◽

2009 ◽

Vol 11 (2) ◽

pp. 267-285

Author(s):

Richard A. Giaquinto

Keyword(s):

Secondary Education ◽

Cognitive Development ◽

Teaching And Learning ◽

First Year ◽

Post Secondary Education ◽

Financial Problems ◽

First Year Students ◽

Post Secondary ◽

To Receive

Literature on retention for first-year students appears to focus on the emotional, interpersonal, and financial problems these students face when beginning their post-secondary education. The article accepts the importance of these issues and their effect on retention. However, the article suggests that there are other issues that should be addressed when we try to uncover reasons why some students lack the persistence and do not complete their degrees. They are respectively the cognitive development of these students, their perception of teaching and learning, and most importantly the type of instruction they receive in their beginning classes. Each of these areas is discussed and a model of instruction is presented that calls for this cohort of students to receive instruction that actively engages them in their own learning. Suggestions are provided for instructors in an effort to help them make their students more active and engaged learners.

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The impact of curriculum change on health sciences first year students’ approaches to learning

Instructional Science ◽

10.1007/s11251-009-9092-y ◽

2009 ◽

Vol 38 (6) ◽

pp. 707-722 ◽

Cited By ~ 6

Author(s):

Rebecca Walker ◽

Rachel Spronken-Smith ◽

Carol Bond ◽

Fiona McDonald ◽

John Reynolds ◽

...

Keyword(s):

Curriculum Change ◽

Approaches To Learning ◽

Health Sciences ◽

First Year ◽

First Year Students ◽

The Impact

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From the brand logo to brand associations and the corporate identity: visual and identity-based logo associations in a university merger

Journal of Brand Management ◽

10.1057/s41262-020-00223-5 ◽

2021 ◽

Author(s):

Ari-Matti Erjansola ◽

Jukka Lipponen ◽

Kimmo Vehkalahti ◽

Hanna-Mari Aula ◽

Anna-Maija Pirttilä-Backman

Keyword(s):

Free Association ◽

Corporate Identity ◽

Three Dimensions ◽

First Year ◽

Brand Associations ◽

First Year Students ◽

Visual Identity ◽

Initial Resistance ◽

Quantitative Changes ◽

The Individual

AbstractBrand logos are a fundamental part of the corporate visual identity, and their reception has been vigorously researched. The focus has been on the visual traits of the logo and their effect on the reception process, whereas little attention has been paid to how the logo becomes part of the brand. This article narrows this research gap in investigating how a new logo is evaluated, how the perception evolves, and what underlying dimensions emerge from the reception process. We adopted a longitudinal free-association approach and followed the qualitative and quantitative changes in logo associations among first-year students at Aalto University as it was going through a merger accompanied with a radical visual-identity redesign. We show how the new logo faced initial resistance before it became a source of positive brand associations, and how it became anchored in the university´s corporate identity. We argue that logo evaluations span three dimensions: they may be congruent or incongruent with the disposition of the individual toward the change: they may be congruent or incongruent with the visual preferences of the individual; and they may be based on the visuals of the logo or on its identity-expressing capabilities.

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