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Transitioning into Higher Education (HE) is the process whereby students take the plunge into the unfamiliar and engage in an entirely different context which triggers an array of concurrent changes, environmental, social, academic even financial. Transition is a matter of real importance to both individuals and institutions as unsuccessful transition means higher drop-out rates –currently averaging 40%. The paper first explores the theoretical underpinnings through the models of Tinto (1975)- linear perspective with emphasis on social assimilation, Nicholson (1990) - four-stage cyclical concept moving from preparation to stabilization - and Elander (2010) - introducing pedagogic practice. In the second part, challenges regarding suitable address are investigated. Challenges, being influenced by individual characteristics, social engagement, and pedagogic factors, need interventions which should be adequately customised to take account of all relevant dimensions. Different views of transition (induction, development or as being and becoming) are acknowledged, which may entail a different approach necessitating diverse courses of action. In this context, recommendations are outlined where all three perspectives are addressed. Academic: Pre-entry programmes with sufficient duration, offering assessment workshops, enhancing students’ epistemological beliefs, and developing realistic course expectations. Social: setting up social facilities, collaborative learning and teaching strategies, consistent support from staff. Personal: self-empowerment work, drawing upon older graduates lived experience. Taking a comprehensive, holistic approach and engaging the whole of the student rather than the part could potentially change the scene and produce more positive outcomes. Keywords: Higher Education Transition; Western Countries; Recommendations; Educational Psychology
Athanasiadou et al. (Fri,) studied this question.