Understanding first-year students’ transition to university: A pilot study with implications for student engagement, assessment, and feedback

This article discusses the findings of a pilot study that examined the adjustment experience of first-year students to university study. Based on a sample of 51 first-year students at one UK university, the article finds that while the majority of students considered that workloads, nature of assessment, level of independent reading, and learning were broadly in line with their expectations, they were less satisfied with the support provided in terms of contact time with tutors and feedback on performance. These results thus provide a mixed picture, whereby academic workload and content are in line with students’ expectations, but students do not fully comprehend what tutors want in assignments, despite knowing where to go for support.