Herramientas metodológicas

Studies conducted in Australia and New Zealand have identified that some universities contribute significantly to successful student transition (see for example, Beder, 1997; Ditcher & Tetley, 1999; Kantanis, 2000; Madjar et al., 2010a, 2010b). Lysaght (2007) highlighted that:

Research in the higher education sector indicates that early engagement with the culture of university is a key factor in shaping the academic and social development of new students. A positive first-year experience that

supports students as they grapple with academic, administrative and social processes is more likely to encourage academic application and success at the individual level and to reduce attrition rates at an institutional level. (p. 108)

Lysaght (2007) in her study noted that University of Wollongong (UOW) in South Australia attracted students who were first in family students (students whose families had no previous direct university experience). They came to university ill-informed of the university‟s expectations. Students from such families have problems adjusting to university life. Parents lacked knowledge of university life and would not know whom to refer their children to for advice. These findings are similar to those studies done with younger children (Dockett & Perry, 2007), where parents were unsure of how to obtain information to help their children. Additionally, several projects (Madjar et al., 2010a, 2010b), made findings similar to those of Lysaght‟s study in Australia. In the New Zealand study there were factors identified as either “stepping stones” or “stumbling blocks” for students during the transition process. Before university factors such as having inspirational role models, developing clear academic goals and strong personal motivation to study at university level were considered helpful by students. During the first semester at the university students had practical difficulties in accessing relevant information; students with less confidence needed more information, guidance and encouragement. The studies concluded that it is important for students from underrepresented groups to recognise their individual strengths and specific needs during the transition and to be involved with support services to assist them academically and socially while studying (Madjar et al., 2010a; 2010b).

Madjar et al.,‟s study (2010b) also had implications for different people who can help the students with transition problems. These stakeholders included the students themselves, their families, secondary schools and universities and other degree-level education providers. For example, parents could help their children choose career options prior to university enrolment, encourage them to work hard and take responsibility for their own decisions. Parents are the children‟s first contact and are more experienced in life and can use their own experience to help children settle into the new learning environment. When they have the knowledge

adjusting and settling into their learning environment (Dockett & Perry, 2007). It has been suggested that schools should prepare students for academic and social transition, particularly those students with limited knowledge of the university‟s expectations. The university can also assist the underrepresented groups with the enrolment process and by making available academic advice on different courses offered at the faculty level (Lysaght, 2007; Madjar et al., 2010b). Orientation programmes and support networks within and beyond the university were available to assist students in both the Australian and New Zealand studies. Not many of the students were making use of the services for the first few weeks at the university. However, the students knew the services were available. Over time students who made use of the services were able to perform well academically in their university courses (Cameron & Tesoriero, 2003; Madjar et al., 2010a, 2010b).

2.5.5.1. Academic roles in transition to tertiary education

Concerning university staff‟s assistance in the transition, Lawrence‟s (2002) study in Australian universities suggested that academics should from the beginning make their expectations clear and explicit by encouraging students to use their socio-cultural knowledge to negotiate learning:

The ability to make social contact and social conversation, in socially and culturally appropriate ways, across a multiplicity and diversity of cultural groups is also an essential ability for a new student. This competency is crucial as it facilitates the development of study groups, writing groups or learning circles, as well as study partners, mentors and friends, and perhaps, the support of a “significant other”. (p. 8)

Similarly university teachers can make a difference in the transition by helping their students to develop competent learning skills and become confident in knowledge learning and acquisition (Lawrence, 2002). Purnell‟s (2002) New Zealand study was conducted in a university which has two campuses. Thirteen students enrolled in the Business and Social Sciences Bachelor‟s degree courses were interviewed. She interviewed students to discover their experiences and perceptions of their first year at university. A flow chart of the different phases of a transition cycle was developed. The flow chart had five phases and includes: preparation-phase i & v, encounter-phase ii, adjustment-phase iii and

stabilization-phase iv. She noted that transition to HE education for students can be problematic and stressful in each of the phases. The university and academics were required to identify students‟ problems at different phases of the cycle and negotiate ways of helping them. Purnell (2002) argued that both academics and the institution should be aware of the transition phases that students go through and provide help for them where necessary. For example, Kantanis (2000) highlighted that academic staff can help to facilitate students‟ transitions by offering academic tutorials (for example, essay writing formats, demonstrations of laboratory practical and report writing). Academics can also acknowledge the importance of social transition by encouraging students to participate in the formal educational context and programmes to familiarise their transition to university (Kantanis, 2000). It is likely that the academic staff of these universities in New Zealand and Australia was doing their best to help first year university students; and that area would benefit from further research in some developing countries.

The next section presents the challenges encountered at tertiary education.