Exploring the expectations and experiences of first year students undergoing a tailored transition initiative.
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| Title: | Exploring the expectations and experiences of first year students undergoing a tailored transition initiative. |
|---|---|
| Authors: | Harris-Reeves, Brooke1 b.harris-reeves@griffith.edu.au, Pearson, Andrew1 a.pearson@griffith.edu.au, Massa, Helen1 h.massa@griffith.edu.au |
| Source: | Journal of University Teaching & Learning Practice. 2022, Vol. 19 Issue 3, p1-14. 15p. |
| Subject Terms: | *Employability, *Vocational guidance, *College student adjustment, *Vocational interests, *Expectation (Psychology), Work capacity evaluation |
| Abstract: | Successful transition for students commencing university is a focus of increasing institutional interest and resourcing to optimise student success and retention. Investigation of student expectations of university commencement and their lived experience provides an opportunity for identification of a potential mismatch which has received less scrutiny. The Bachelor of Sport Development has an integrated transition initiative with an employability and academic skill development focussed curriculum, designed to support students' successful transition into university. The transition initiative was informed by the Five Senses of Success and First Year Curriculum Principles. This article reports student expectations in week one and at the completion of the first semester after experiencing the transition initiative. Students reported changes in their expectations, assessment concerns, and the assistance they expected from lecturers over this period. Students' early exposure to employability-focused curriculum provided valuable insights into their future profession, consequently reinforcing their long-term goal of employment in the sport sector. Results highlight the effectiveness of the supportive, student focused strategies embedded within the tailored transition initiative in the first semester of study. Practitioner Notes 1. The transition to tertiary study can be stressful, and many students at Australian universities do not feel prepared. 2. The alignment of student expectations with the reality experienced by students is closely correlated to overall student experience and satisfaction. 3. Deliberate inclusion of academic skill development and employability curricula and assessment are critical design elements to support students' successful transition into university. 4. Student expectations and experiences during their first semester of university, connected with their initial desire for future employment in their discipline of interest, can reinforce both their program selection and their career aspirations. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 158686901 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the expectations and experiences of first year students undergoing a tailored transition initiative. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Harris-Reeves%2C+Brooke%22">Harris-Reeves, Brooke</searchLink><relatesTo>1</relatesTo><i> b.harris-reeves@griffith.edu.au</i><br /><searchLink fieldCode="AR" term="%22Pearson%2C+Andrew%22">Pearson, Andrew</searchLink><relatesTo>1</relatesTo><i> a.pearson@griffith.edu.au</i><br /><searchLink fieldCode="AR" term="%22Massa%2C+Helen%22">Massa, Helen</searchLink><relatesTo>1</relatesTo><i> h.massa@griffith.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2022, Vol. 19 Issue 3, p1-14. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Employability%22">Employability</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br />*<searchLink fieldCode="DE" term="%22College+student+adjustment%22">College student adjustment</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+interests%22">Vocational interests</searchLink><br />*<searchLink fieldCode="DE" term="%22Expectation+%28Psychology%29%22">Expectation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Work+capacity+evaluation%22">Work capacity evaluation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Successful transition for students commencing university is a focus of increasing institutional interest and resourcing to optimise student success and retention. Investigation of student expectations of university commencement and their lived experience provides an opportunity for identification of a potential mismatch which has received less scrutiny. The Bachelor of Sport Development has an integrated transition initiative with an employability and academic skill development focussed curriculum, designed to support students' successful transition into university. The transition initiative was informed by the Five Senses of Success and First Year Curriculum Principles. This article reports student expectations in week one and at the completion of the first semester after experiencing the transition initiative. Students reported changes in their expectations, assessment concerns, and the assistance they expected from lecturers over this period. Students' early exposure to employability-focused curriculum provided valuable insights into their future profession, consequently reinforcing their long-term goal of employment in the sport sector. Results highlight the effectiveness of the supportive, student focused strategies embedded within the tailored transition initiative in the first semester of study. Practitioner Notes 1. The transition to tertiary study can be stressful, and many students at Australian universities do not feel prepared. 2. The alignment of student expectations with the reality experienced by students is closely correlated to overall student experience and satisfaction. 3. Deliberate inclusion of academic skill development and employability curricula and assessment are critical design elements to support students' successful transition into university. 4. Student expectations and experiences during their first semester of university, connected with their initial desire for future employment in their discipline of interest, can reinforce both their program selection and their career aspirations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53761/1.19.3.16 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1 Subjects: – SubjectFull: Employability Type: general – SubjectFull: Vocational guidance Type: general – SubjectFull: College student adjustment Type: general – SubjectFull: Vocational interests Type: general – SubjectFull: Expectation (Psychology) Type: general – SubjectFull: Work capacity evaluation Type: general Titles: – TitleFull: Exploring the expectations and experiences of first year students undergoing a tailored transition initiative. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Harris-Reeves, Brooke – PersonEntity: Name: NameFull: Pearson, Andrew – PersonEntity: Name: NameFull: Massa, Helen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
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