Transitioning to higher education: students' expectations and realities

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dc.contributor.authorCifuentes Gomez, Gonzalo
dc.contributor.authorGuzman, Pamela
dc.contributor.authorVeronica Santelices, Maria
dc.date.accessioned2024-01-10T13:45:14Z
dc.date.available2024-01-10T13:45:14Z
dc.date.issued2022
dc.description.abstractBackground The transition from school to higher education (HE) involves multiple challenges including academic issues, motivation and identity adaptation. In this scenario, the role of family, peers and institutions can be fundamental in the success of the transition process. Purpose We sought to deepen our understanding of the transition phenomenon by studying students' perceptions on HE expectations versus the reality encountered, identifying the main challenges they faced and analysing the strategies used to cope with the difficulties encountered in adjusting to HE. Method This is a follow-up interview study that examined the perceptions of 14 first- and second-year HE students in Chile, who had participated in a previous research study two years earlier whilst in secondary school. Interview data were analysed using a qualitative approach. Findings The analysis identified contrasts between students' expectations and what occurred during the first two years of HE. Associated with academic difficulties, the students felt that the main challenges included increased complexity of content, time management and study strategies. To cope with these challenges, the evidence suggested that the students adapted their academic strategies and relied strongly on their families and peers. Conclusions Our findings draw attention to a mismatch that can occur between the expectations and the reality that students face once they have transitioned to HE. Implications for institutions include building a transition bridge between secondary and postsecondary education, which goes beyond providing information about funding or the labour market. In terms of supporting successful transition, issues such as academic demand, studying time, study strategies and prior familiarity with HE staff and peers are all relevant aspects for consideration.
dc.fechaingreso.objetodigital2024-09-27
dc.fuente.origenWOS
dc.identifier.doi10.1080/00131881.2022.2087712
dc.identifier.eissn1469-5847
dc.identifier.issn0013-1881
dc.identifier.urihttps://doi.org/10.1080/00131881.2022.2087712
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/79004
dc.identifier.wosidWOS:000814623900001
dc.information.autorucFacultad de Educación; Santelices Etchegaray, Maria Veronica; S/I; 83849
dc.language.isoen
dc.nota.accesocontenido parcial
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.rightsacceso restringido
dc.subjectTransition cycle
dc.subjecthigher education
dc.subjectstudent transition
dc.subjectpathways
dc.subjectlearner identity
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleTransitioning to higher education: students' expectations and realities
dc.typeartículo
sipa.codpersvinculados83849
sipa.indexWOS
sipa.trazabilidadCarga SIPA;09-01-2024
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