Difficulties and support in the transition to higher education for non-traditional students

ABSTRACT

This paper explores the difficulties and support experienced by non-traditional students during their first-year transition to a sport and exercise course at a post-1992 university. The transition to HE presents simultaneous educational, ecological and developmental changes for students and their capability to navigate changes may affect experience, satisfaction and engagement with courses. Sixteen students were interviewed twice during their first academic year. Findings indicate that students feel anxious about the transition period, with low self-efficacy surrounding their academic potential, despite still being optimistic about their learning. Social factors positively impact their progression, especially the support from peers. Relationships with both staff and peers support transition, with an effective induction praised. Student support services were praised as supportive by students. Difficulties were experienced regarding work-loading, staff availability, and a hesitancy to seek support. Recommendations are made to support post-1992 institutions’ and non-traditional entrants’ transition to Higher Education.

KEYWORDS:

• Transition
• higher education
• support
• difficulty
• retention
• widening participation

Additional information

Notes on contributors

Ashley J.G. Gill

Ashley J.G. Gill is an experienced academic at Staffordshire University, who oversee’s the postgraduate provision within the Sport and Exercise department. His main research interest focuses upon investigating the transition of students to Higher Education and exploring the different journeys of student groups through key educational landmarks.