Transition and Induction Good Practice Guide for Staff
The transition into higher education (HE) is a significant period in a student's life, requiring the acquisition of new academic and social skills. Successful induction into HE, typically facilitated through induction activities, reduces dropout risk. However, many argue the transition should be an ongoing process throughout the first year, requiring students to engage in learning activities and understand the culture of their study environment. Theoretical models by Tinto (1975) and Nicholson (1990) offer frameworks for understanding this transition. Tinto's model emphasises social integration through meaningful interactions, while Nicholson's model presents the transition as a cyclical process of preparation, encounter, adjustment, and stabilisation.
External Changes
The information below, (after Cheng et al., 2023) summarises some common changes and potential challenges experienced by students during the transition to university.
Environment:
Location
Potential Challenges:
homesickness,
depression,
anxiety
isolation
Strategies:
develop new supportive relationships
Cultural Shock
Potential Challenges:
fear of being ignored
not understanding
or not being understood
Strategies:
adjustment
adaptation
Financial:
Loan (Family, Friends, SLC or Bank)
Potential Challenges:
stress,
worry of future debt,
cost of living,
currency issues
Strategies:
seek institutional support,
know where to find it,
monitor expenditure
Employment (Part or Full Time)
Potential Challenges:
stress on establishing priorities,
time commitments
and responsibilities
Strategies:
good time management
Social:
New Friends
Potential Challenges:
anxiety
Strategies:
be open
and flexible
Academic Staff
Potential Challenges:
isolation,
feeling of not belonging here,
different relationships to academics than they are used to
Strategies:
engage in classroom and institutional activities,
and develop self-efficacy
Flatmates
Potential Challenges:
Stressed,
unsettled,
unhappy
Strategies:
consideration,
communication
and compromise
Academic:
Learning Environment
Potential Challenges:
anxiety,
confusion
Strategies:
interact with peers through student societies and clubs,
and institutional activities
Expectations
Potential Challenges:
disappointment,
stress
Strategies:
attend induction,
self-management of expectations
Performance
Potential Challenges:
stress,
anxiety
Strategies:
develop self-efficacy,
good time management,
and develop academic and information literacy
Presentations and Exams
Potential Challenges:
stress,
anxiety,
fear of getting embarrassed,
lack of confidence
Strategies:
develop communication and academic study skills,
and develop self-efficacy
and critical self-reflection
In a recent Unibuddy survey of 1500 first-year students, lack of confidence was shown to underpin many of the concerns voiced by students transitioning into HE (Unibuddy, 2023). Specifically, the research found that: over 50% of students somewhat or completely lacked confidence in their academic abilities; 67% lacked confidence in their social abilities; 1 in 4 felt nervous; 20% were feeling anxious, and just 28% said that they were feeling excited about going to university. Additionally, over half reported mental health issues, and 30% are seriously concerned about their finances. These anxieties increased as the students neared arrival at their chosen institution. Over 30% of students had low or no confidence at all that they would continue until graduation.
