Understanding the Early Transition Needs of Diverse Commencing University Students in a Health Faculty: Informing Effective Intervention Practices

Autor/inn/en	Wilson, Keithia L.; Murphy, Karen A.; Pearson, Andrew G.; Wallace, Barbara M.; Reher, Vanessa G. S.; Buys, Nicholas
Titel	Understanding the Early Transition Needs of Diverse Commencing University Students in a Health Faculty: Informing Effective Intervention Practices
Quelle	In: Studies in Higher Education, 41 (2016) 6, S.1023-1040 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.966070
Schlagwörter	Foreign Countries; School Holding Power; Learner Engagement; College Students; Higher Education; Academic Achievement; Success; Intervention; Student Participation; Statistical Analysis; Student Attitudes; Comparative Analysis; Surveys; Transitional Programs; College Graduates; Medical Schools; Human Services; Obstetrics; Dentistry; Public Health; Psychology; Social Work; Medicine; Medical Students; Nursing; Exercise Physiology; Pharmacy; Factor Analysis; Qualitative Research; Factor Structure; Australia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Erfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Statistische Analyse; Schülerverhalten; Survey; Umfrage; Befragung; Hochschulabsolvent; Hochschulabsolventin; Medizinische Ausbildung; Humanitäre Hilfe; Geburtshilfe; Zahnmedizin; Gesundheitswesen; Psychologie; Soziale Arbeit; Medizin; Krankenpflege; Sportphysiologie; Apotheke; Faktorenanalyse; Qualitative Forschung; Faktorenstruktur; Australien
Abstract	The engagement and retention of commencing students is a longstanding issue in higher education, particularly with the implementation of the widening student participation agenda. The early weeks of the first semester are especially critical to student engagement and early attrition. This study investigated the perceived early transition needs of three cohorts of commencing students in their first three weeks of university study in a Health Faculty. A short survey was developed based on a systematic understanding of student transition and supplemented by open-ended qualitative data. The results showed a stable, consistent pattern of early transition needs across the cohorts, with commencing students expressing most concern about accessing resources, balancing work, family and study commitments, establishing peer relationships, and understanding the requirements and standards for early assessment tasks, particularly group tasks. Findings are discussed in terms of implications for early co-curricular and curricular interventions to enhance early student engagement and retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01