Breaking the Ice: the first year transition to university

Katie/K Liston, Gavin Breslin, Roisin McFeely

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“International research on student transitions to university highlights the importance of this key period in their academic life, as those who have difficulties with the transition may perform poorly and/or disengage at an early stage from university life” (Gibney, Moore, Murphy and O’Sullivan, 2011, p.352). In particular, three main themes have emerged from research on the first year university experience, these being: student motivation and transition; student expectations (of themselves, of lecturers and of the ‘new’ learning environment); and time management/allocation within the context of a shift away from the highly structured nature of post-primary education. These three themes are briefly considered next in order to demonstrate the ways in which they informed the design and delivery of an enhanced bespoke induction programme by the academic staff, in consultation with a learning facilitator from Amazing Brains NI.
Original languageEnglish
Pages (from-to)23-42
JournalPerspectives on Practice and Pedagogy
Publication statusPublished (in print/issue) - 6 Sept 2013

Bibliographical note

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  • motivation
  • induction
  • higher education


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