transition to university
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2021 ◽  
Author(s):  
◽  
Edgar Pacheco

<p>The transition to university is a crucial process in the lives of young people who pursue tertiary education. It can be a stressful experience for all students in general but it is especially challenging for those with disabilities. In recent years the number of students with disabilities enrolled in tertiary institutions has grown steadily. Also, the transition to university has become a topic of interest for policy makers and scholars around the world. However, there is still limited research about the transition to university for students with disabilities and the issues they face when they start their university journey. Additionally, very little research has examined the role of Information and Communications Technologies (ICTs) in supporting their transition experience.  This research focuses on students with vision impairments, one of the disability groups who have been less studied in academia, and seeks to answer two research questions. First, what are the factors that influence students with vision impairments’experiences of the transition process to university education? Second, how are ICTs used to support this process? The research participants, aged 18 to 24 years old, were all undergraduate students enrolled at Victoria University of Wellington. Data was collected over a year and a half through observations, a researcher diary, individual interviews, social media and focus group meetings. Action research (AR) was the research method used in this qualitative and inductive study. The AR intervention included organising informal face-to-face support group discussions with the participants at different periods of their first trimester at university and setting up a website and a social media group page.  The research findings have significant contributions for knowledge and practice. It was found that students with vision impairments are able to develop self-determination skills as they are using and adapting ICTs creatively and innovatively in order to make sense of their transition. This group of students not only use these tools in compensating for their vision impairment but also to interact and collaborate with their peers. This research has also identified five overlapping transition stages: Exploring, Discovering, Coping with, Readjusting and Settling in. Similarly, it includes a description of different transition issues (e.g. academic system, social connections, and financial matters) that have a positive and/or negative impact on the transition experience.  Likewise, the findings show that ICTs play a role in the transition to university and that this role varies depending on the transition stage, the transition issues the students with vision impairments deal with and their personal needs. To a large extent, ICTs are embedded in the everyday activities of the students with vision impairments. In addition to using adaptive technologies, they have already incorporated other tools, such as Web 2.0 (e.g. Facebook), and portable devices (e.g. smartphones), and use them for their university activities and transition experience. In this respect, this research suggests rethinking transition in terms of the idea of Transition 2.0, a concept that describes the current escenario of transition to university for students with vision impairments.  This study represents a significant contribution from the field of information systems (IS) to research areas such as disability and tertiary education.</p>


2021 ◽  
Author(s):  
◽  
Edgar Pacheco

<p>The transition to university is a crucial process in the lives of young people who pursue tertiary education. It can be a stressful experience for all students in general but it is especially challenging for those with disabilities. In recent years the number of students with disabilities enrolled in tertiary institutions has grown steadily. Also, the transition to university has become a topic of interest for policy makers and scholars around the world. However, there is still limited research about the transition to university for students with disabilities and the issues they face when they start their university journey. Additionally, very little research has examined the role of Information and Communications Technologies (ICTs) in supporting their transition experience.  This research focuses on students with vision impairments, one of the disability groups who have been less studied in academia, and seeks to answer two research questions. First, what are the factors that influence students with vision impairments’experiences of the transition process to university education? Second, how are ICTs used to support this process? The research participants, aged 18 to 24 years old, were all undergraduate students enrolled at Victoria University of Wellington. Data was collected over a year and a half through observations, a researcher diary, individual interviews, social media and focus group meetings. Action research (AR) was the research method used in this qualitative and inductive study. The AR intervention included organising informal face-to-face support group discussions with the participants at different periods of their first trimester at university and setting up a website and a social media group page.  The research findings have significant contributions for knowledge and practice. It was found that students with vision impairments are able to develop self-determination skills as they are using and adapting ICTs creatively and innovatively in order to make sense of their transition. This group of students not only use these tools in compensating for their vision impairment but also to interact and collaborate with their peers. This research has also identified five overlapping transition stages: Exploring, Discovering, Coping with, Readjusting and Settling in. Similarly, it includes a description of different transition issues (e.g. academic system, social connections, and financial matters) that have a positive and/or negative impact on the transition experience.  Likewise, the findings show that ICTs play a role in the transition to university and that this role varies depending on the transition stage, the transition issues the students with vision impairments deal with and their personal needs. To a large extent, ICTs are embedded in the everyday activities of the students with vision impairments. In addition to using adaptive technologies, they have already incorporated other tools, such as Web 2.0 (e.g. Facebook), and portable devices (e.g. smartphones), and use them for their university activities and transition experience. In this respect, this research suggests rethinking transition in terms of the idea of Transition 2.0, a concept that describes the current escenario of transition to university for students with vision impairments.  This study represents a significant contribution from the field of information systems (IS) to research areas such as disability and tertiary education.</p>


2021 ◽  
pp. 1-12
Author(s):  
Shelby L. Levine ◽  
Nassim Tabri ◽  
Marina Milyavskaya

Abstract Little is known about how mental health symptoms develop during the transition to university. Most anxiety and depression research fails to consider how symptom development differs over time across different individuals, and how symptom co-occurrence influences the severity of mental health problems. Students (N = 658) completed online surveys on mental health prior to starting university and every 2 months until April. To better understand mental health problems during this transitional period, latent class growth curve analyses were run to determine how anxiety and depressive symptoms co-develop over time, as well, if self-critical perfectionism was a transdiagnostic risk factor for more severe symptom trajectories in this transition. About 40% of students experienced depression and anxiety symptoms prior to entering/during the transition to university. There is substantial variation between students in terms of how they experience depression and anxiety symptoms, and research needs to take this heterogeneity into account to properly identify which students might benefit most from resources. Self-critical perfectionism was a transdiagnostic risk factor, such that students higher in this trait experienced more severe anxiety and depressive symptom trajectories during this transition. This research further implicates the importance of understanding and studying individual differences in symptom development.


2021 ◽  
Vol 2 (3) ◽  
pp. 88-95
Author(s):  
L. Athiemoolam ◽  
R. Njage

The study aimed to establish the effect of secondary school guidance programs in preparing students for successful transition to university. Mixed methods research design was used which included the use of both quantitative and qualitative methods to generate data using a concurrent triangulation approach. Purposive sampling was applied to sample first year students in Moi University and proportionate sampling together with simple random sampling was used in the selection of 375 participants comprising both male and female students. Data were collected through questionnaires and focus group discussions. Quantitative data were analyzed using descriptive (mean and standard deviation) and inferential statistics by means of SPSS (Pearson Correlation Coefficient), followed by linear regression to test the hypothesis. Thematic analysis was used for qualitative data analysis. The findings of this study revealed that high school guidance programs do not support learners adequately in preparing them to transition to university. The study recommended the implementation of more enhanced collaboration between schools and universities for successful transition.


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