scholarly journals Guidelines For The Industry Academic Transition

2020 ◽  
Author(s):  
Sig Lillevik
Keyword(s):  
Academic Transition

scholarly journals Entering Higher Professional Education: Unveiling First-Year Students’ Key Academic Experiences and Their Occurrence Over Time

2021 ◽  
Vol 12 ◽  
Author(s):  
Jonas Willems ◽  
Liesje Coertjens ◽  
Vincent Donche
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Critical Incident ◽  
Transition Process ◽  
Academic Experiences ◽  
First Year ◽  
Study Program ◽  
First Year Students ◽  
Academic Transition ◽  
First Semester

To date, little understanding exists of how first-year students in professionally oriented higher-education (HE) programs (i.e., those that provide vocational education to prepare students for a particular occupation) experience their academic transition process. In the present study, we first argued how the constructs of academic adjustment and academic integration can provide complementary perspectives on the academic transition of first-year students in (professional) HE. Next, we examined what first-year students in professional HE contexts perceive to be the most important experiences associated with their academic transition process in the first semester of their first year of higher education (FYHE). To this end, we adopted the fundamentals of the critical incident technique and asked 104 students in a Flemish (Dutch-speaking part of Belgium) university college (which offers professional HE programs, such as nursing) to complete “reflective logs” with open questions at the start of the second semester of their FYHE, wherein they reflected on three critical academic experiences during their first semester. An inductive, cross-case content analysis of the collected narratives showed that students reported on nine themes of academic experiences, which relate to five adjustment themes (dealing with the organization of the study program, organizing study work, committing to the study, following class and taking notes, and processing learning content outside class) and four integration themes (feeling competent, feeling stressed, feeling prepared, and feeling supported). Further analyses showed that although some of the nine themes of academic experiences appear to be more important at different times in the first semester, they all seem to be meaningful throughout the whole semester.

Passing the Baton

2020 ◽  
pp. 197-220
Author(s):  
Andrea A. Anderson ◽  
Yolanda C. Haywood ◽  
Juliet Lee ◽  
Claudia U. Ranniger ◽  
Grace E. Henry
Keyword(s):  
Student Success ◽  
First Year ◽  
George Washington ◽  
Academic Risk ◽  
Academic Transition ◽  
Medical Needs ◽  
School Of Medicine ◽  
Education Careers ◽  
Longitudinal Approach ◽  
Support Students

Transitions in medical school are a recognized point of stress for learners. Overall, stress is a known aspect of any period of transition, where the unknown looms large and new skills need to be acquired to achieve mastery of the next step. As the medical needs of the population grow, medical schools are admitting larger and more diverse classes. These students will undergo several major points of transition in their undergraduate medical education careers including the period of matriculation to the first year and the transition from the preclinical years into the clinical years. The George Washington School of Medicine has developed a longitudinal approach including two specific programs to support students during these recognized points of academic transition. The Prematriculation Program (PMP) and the Foundations of Clinical Practice course address the specific needs of these stages. The authors contend that an intentional approach to support students at periods of known academic risk is a beneficial aid to student success.

scholarly journals Influence of Curriculum and Pedagogy on Adjustment of Form One Students to Secondary Schools: A Case of Nandi County, Kenya

2020 ◽  
Vol 4 (4) ◽  
pp. 57
Author(s):  
Dr. Bundotich Sarah
Keyword(s):  
Secondary Schools ◽  
Basic Education ◽  
Cognitive Learning ◽  
High Achievers ◽  
Academic Transition ◽  
Curriculum And Pedagogy ◽  
Life Chances ◽  
Strong Positive Relationship ◽  
Student Questionnaire ◽  
Negative Impacts

Purpose: The objective of study was to establish the influence of curriculum and pedagogy on adjustment of form one students to secondary schools. School transition being an education milestone is a process that may expose students to numerous challenges thus positive or negative impacts on the learning outcomes. The study adopted Piaget’s Cognitive Learning Theory which suggests that the learner is an active participant in the process. Methodology: The research adopted survey research design and adapted a five-point summative Likert scale student questionnaire. Purposive and stratified random sampling methods were used to select a sample size of 375 form one students. Descriptive and inferential statistics were employed to analyze data. The descriptive were frequencies, means and standard deviation whereas inferential was Pearson Product Moment Correlation Coefficient.Finding: Data was statistically computed with the findings (r=0.763, ρ<0.05) indicating a strong positive relationship between Curriculum and Pedagogy and form one adjustment to secondary school.Conclusion: The study established that the introduction of many and new subjects using different approaches at form one level can result to academic dip especially to high achievers hence jeopardizing their future careers, employment prospects and life chances in general.Unique contribution to theory, practice and policy: The study recommends curriculum and pedagogy harmonization from primary to secondary schools by curriculum developers for smooth academic transition hence completion of basic education by learners. There is need for all stakeholders to prepare students psychosocially prior to transition to secondary school

scholarly journals Minding the expectation gap – student expectations pre-study abroad in China

2020 ◽  
pp. 67-76
Author(s):  
Ying Peng ◽  
Clare Wright
Keyword(s):  
Study Abroad ◽  
Personal Growth ◽  
Longitudinal Survey ◽  
Cultural Consumption ◽  
Student Expectations ◽  
Academic Transition ◽  
Intercultural Awareness ◽  
Expectation Gap ◽  
Initial Stage

Study Abroad (SA) can be expected to promote personal growth, future employability, greater intercultural awareness, adaptability, and efficacy, alongside language improvement. However, students can encounter high thresholds to meeting their own expectations, and may struggle with personal and academic transition into and on return from SA. This study reports on the initial stage of a longitudinal survey-based study of the whole SA experience for a group of UK-based students of Chinese – presenting here students’ pre-departure expectations and goals. Participants had high positive expectations of linguistic gains, adaptability, and knowledge about life in China, but were less aware of broader personal gains in employability, while cultural gains for some suggested a focus on individualised ‘cultural consumption’. We discuss implications for support offered pre-SA to better shape student expectations of realistic benefits and probable challenges, particularly for less familiar SA contexts such as for anglophone students in China.

scholarly journals Encountering American higher education: First-year academic transition of international undergraduate students in the United States

2022 ◽  
Vol 6 (2) ◽  
pp. 148-165
Author(s):  
Masha Krsmanovic
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
The United States ◽  
First Year ◽  
Domestic Students ◽  
Academic Transition ◽  
Academic Challenges ◽  
American Higher Education ◽  
Academic System ◽  
Institutional Services

This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg’s (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and educational setting. The findings revealed that students’ academic transition into the U.S. higher education was characterized by difficulties in understanding the academic system of their new environment; overcoming educational, instructional and pedagogical differences; building social relationships with domestic students; and receiving the support necessary from the appropriate institutional services.

scholarly journals Implementing first-year assessment principles: An analysis of selected scholarly literature

2018 ◽  
Vol 9 (2) ◽  
pp. 25-38
Author(s):  
Theda Thomas
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Current Literature ◽  
Future Research ◽  
First Year ◽  
Assessment Practices ◽  
First Year Students ◽  
Academic Transition ◽  
Scholarly Literature ◽  
Assessment Tasks

Assessment plays an important role in students’ learning as students often frame their learning around their assessment tasks. Well-designed assessment can be used to facilitate first-year students making their social and academic transition to university. In 2009, Professor David Nicol prepared a framework for first-year assessment practices that included 12 principles. In this study, these principles were revisited and used to analyse papers from 2013 to 2016 in the journals: ‘Assessment & Evaluation in Higher Education’, ‘The International Journal of First Year in Higher Education’ and ‘Student Success’. The purpose of the study was to determine how current literature addresses Nicol’s first-year assessment principles, whether there were any issues in implementing them and whether anything new is emerging in the field. Based on this analysis, proposals are made for modifying the principles and recommendations are made for future research.

scholarly journals Doctoral Students’ Transition to the Academic Culture of Foreign Universities: Setting the Stage for PhD

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 408-419
Author(s):  
Dr. Syed Abdul Waheed
Keyword(s):  
Doctoral Students ◽  
Lived Experiences ◽  
Institutional Environment ◽  
Academic Culture ◽  
Phenomenological Research ◽  
Research Approach ◽  
Academic Transition ◽  
International Doctoral Students ◽  
The University ◽  
Foreign Universities

International doctoral students’ journey towards their PhD studies begins with finding an appropriate research supervisor and making a transition to the academic environment in a foreign university. The successful academic transition eventually determines the success of doctoral students. The present study aims to examine doctoral students’ experiences of searching for a supervisor, seeking their colleagues’ support for integration into the university and to describe their experiences of shifting to a relatively different field of study. Thirteen Pakistani doctoral students were purposively selected to explore their lived experiences of making the transition to Austrian universities. The Phenomenological research approach guided the present study. The data collected through interviewing the participants was thematically analyzed that lead to the emergence of the themes; finding a supportive supervisor, developing a research proposal, support for transition and transition to a different field. The themes revealed that it was hard and by chance to get a supportive supervisor while being in another country. Doctoral students’ colleagues supported them to explore the institutional environment that helped them integrate into the university. Nevertheless, shifting to a relatively different field of research was challenging and slowed down the process of transition. The research has implications for prospective doctoral students for adequate preparation before entering into a foreign university.

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