A Smooth Transition? Education and Social Expectations of Direct Entry Students

Autor/inn/en	Barron, Paul; D'Annunzio-Green, Norma
Titel	A Smooth Transition? Education and Social Expectations of Direct Entry Students
Quelle	In: Active Learning in Higher Education, 10 (2009) 1, S.7-25 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787408100190
Schlagwörter	Universities; Age; Time Management; Older Adults; Articulation (Education); Study Skills; Languages; Foreign Countries; Undergraduate Students; Student Needs; Self Esteem; Learning Processes; Active Learning; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? University; Universität; Alter; Lebensalter; Zeitmanagement; Älterer Erwachsener; Articulation; Artikulation (Ling); Artikulation; Aussprache; Studientechnik; Language; Sprache; Ausland; Self-esteem; Selbstaufmerksamkeit; Learning process; Lernprozess; Aktives Lernen; Großbritannien
Abstract	While the most common type of student entering higher education falls within the 17-19-year-old age group, universities in the UK are keen to accept other categories of students onto programmes as a means of increasing diversity and maintaining student numbers in the latter portion of a programme. One such category is those students who enter a programme directly into the second or third year through informal articulation agreements between institutions and the recognition and granting of credit for previous studies or experience. This article examines the expectations of a cohort of students entering directly into the second and third year of an undergraduate degree in the business school of a Scottish university. This study identified a range of learning, personal and working issues amongst this group of students. Academic concerns included the ability to cope with a higher academic level, time management, assessments and study skills. Personal issues focused on coping with existing responsibilities and achieving an appropriate work/life balance. This article identifies the need to develop such students' academic self-confidence in the early stages of their time at university and indicates that this group of students has specific needs and requires additional institutional support. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10