Mapping the Realities of First Year Post-Secondary Life: A Study of Students at Three Post-Secondary Institutions.

Autor/inn/en	Andres, Lesley; Andruske, Cynthia; Hawkey, Colleen
Institution	British Columbia Univ., Vancouver. Centre for Policy Studies in Education.
Titel	Mapping the Realities of First Year Post-Secondary Life: A Study of Students at Three Post-Secondary Institutions.
Quelle	(1996), (137 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Foreign Countries; Higher Education; School Guidance; Student College Relationship; Student Personnel Services; Student Reaction; Student Welfare; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerkritik; Studentenseelsorge; Kanada
Abstract	This study examined the first-year postsecondary experiences of students through an action research project with small groups of students at three postsecondary institutions (one community college, one university college, and one university). The paper reviews the action research design method and highlights its utility in analyzing the effects of institutional policies, resources, and strategies that facilitated or constrained student success. In the spirit of action research, each student was encouraged to keep a weekly journal to help him/her reflect on dilemmas. Common issues were discussed in weekly or bi-weekly focus groups where students participated in seeking solutions, offering alternatives, and confirming current strategies. The paper presents data generated from focus groups with students and interviews with personnel at each of the three institutions in this study. The report finds that, despite having in place comprehensive programs and services to assist students with their first year, students at all institutions were either reluctant or unable to access those resources. Second, given the availability of resources, personnel at all institutions assumed students could and would make use of them, even though this was often not so. Finally, the overwhelming feeling experienced by students in all focus groups was one of powerlessness and isolation. The paper concludes with recommendations for practice, policy, and further research. (Contains 54 references.) (VWC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC