Understanding the Problems of Transition
into Higher Education
Helen Crabtree, Carole Roberts
and Christine Tyler
Context
Concerns about student retention in HE
 Research on 1st year student experience

 Lack
of appropriate expectations and
necessary skills on entry
 Importance of social and academic
integration, self concept
 Problems developing appropriate learning
behaviours

A problem of transition ?
Phase 1- Comparing the T&L
Environment in College and University

Semi-structured interviews


aims, practices, expectations, constraints
8 college tutors (4 SF, 4FE)
subject leaders/range of roles
 A level and vocational qualifications


10 university tutors


range of u/g teaching experience/roles
degree & sub-degree, general & vocational
Programme aims

… aim of level 3 programmes is to progress to
university in the main which means pass rates
and success in exam results. The number one
priority is to get the highest grade you can for
your students. [SF]

Ideally the programme is seeking to develop the
student’s capacity to think, to identify and
appreciate the nature of problems, to identify
solutions, to think about wider implications. [HE]
The role of the tutor

The role of the teacher … is to understand the
nature of the syllabus, to teach classes
effectively using a variety of different teaching
styles and to make sure that students make
good progress [SF]

We are responsible for the students’ learning
experience. It’s up to us to engender an interest
in the subject and to ensure that students
receive adequate direction about how to access
information. [HE]
The role of the student

To attend as often as possible, to have
equipment and text books with them, to be able
to answer to Q/A sessions, to achieve above
minimum target grade. [SF]

A good student is interested in the subject,
attends classes, asks questions, will prepare for
classes by reading through notes in advance
and prepare for tutorials by doing the exercises
in advance. [HE]
Guidance and support

We do emphasis the need to get into research,
get into thinking what you are doing rather than
asking for instruction all the time, but because
we really want people to do well, we do err on
the side of giving them masses and masses of
help. [FE]

Students are encouraged to seek individual help
from tutors if they have any problems. We give
them our office hours. [HE]
Phase 2 – The student’s voice

College student questionnaire - to explore the
student’s views about teaching and learning






192 responses (97 SF, 95 FE)
115 A-level, 13 voc A-Level, 64 BTEC
104 male, 86 female
118 white, 72 non-white
127 intending to go on to university after college
Combined responses to some questions to
assess the extent to which students are willing to
take personal responsibility for learning
(‘independent learning’)
Findings (1)

Best things about studying at college
compared to school
 60%:
freedom, independence, treated like an
adult
 15%: teachers, methods, support, resources
 11%: subject choice, specialism
 10%: friends, social atmosphere
Findings (2)

Worst things about studying at college
compared to school
 33%:
work more demanding, challenging,
stressful, pressured
 19%: teachers, methods, coursework,
resources
 11.5%: too much responsibility, too little help
 8%: college environment, too noisy
Findings (3)

At college I am required to take more
responsibility for my own learning than at
school (possible range 1-5)
 mean
1.72+0.99
 86% of respondents agree, 7% disagree
Findings (4)

Students prefer to be instructed and led to
learn rather than learning independently
(independent learning variable, possible range
8-40)
 mean 17.04+4.26
 Actual range 8-31
 93% of respondents had a score of less than
24
Findings (5)

In general my current College experience
matches my learning preferences
(possible range 1-5)
 mean
2.27+1.04
 65% respondents agree, 12% disagree
Findings (6) – Regression Analysis



+ve association between the ‘independent
learning’ variable and reason for taking a
business qualification being an interest in the
subject (p<0.05)
+ve association between the ‘independent
learning’ variable and the number of GCSEs (AC) before entry (p<0.05)
no significant relationship between ‘independent
learning’ and type of college, qualification type,
gender, ethnicity or year of study
Conclusions




The college experience is likely to encourage
instrumentality
There are few opportunities in college to develop
independent learning skills
A preference for independent study is more
likely if students have an interest in the subject
or are more academically able on entry
The move from college to university is just one
step in an ongoing transition towards greater
independence and self confidence