Transition into Higher Education
Published on 28. February 2025
104 pages
978-1-040-37161-9 (ISBN)
Description
This book will help all academic staff in higher education (HE) develop more informed teaching and better support students as they transition to university.
It explores the organisations who advise students pre-university and uncovers the myths and misconceptions held by HE stakeholders. Induction and welcome activities are examined in order to identify best practice, transition problems such as study skills, employment, mental health and identity are covered, and a final chapter focuses on the effects of Covid-19 on transition issues.
The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic - connecting research, teaching, scholarship, community engagement and leadership - while developing confidence and authority.
It explores the organisations who advise students pre-university and uncovers the myths and misconceptions held by HE stakeholders. Induction and welcome activities are examined in order to identify best practice, transition problems such as study skills, employment, mental health and identity are covered, and a final chapter focuses on the effects of Covid-19 on transition issues.
The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic - connecting research, teaching, scholarship, community engagement and leadership - while developing confidence and authority.
Reviews / Votes
This new text aimed both at higher education staff and the colleagues in schools and colleges who support students prior to university entry is wide-ranging in its scope and practical in its orientation. Clearly transition into and through university is crucial to student participation, retention and success. Building on a strong sound foundation of prior academic work in the area, this volume aims to guide individuals teams and institutions to make the most of opportunities to guide students through critical transitions. A key feature of the text is the examples which illustrate the core issues that are identified by the authors, together with the questions educators should ask ourselves about why sometimes things go amiss, and thoughts on how we can best prepare students for effective independent study and well-being. It brings a useful new perspective to the myriad issues involved and should help both those new to the area as well as extant practitioners.Sally Brown, Independent consultant and Emerita professor at Leeds Beckett University
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
File size
2,60 MB
ISBN-13
978-1-040-37161-9 (9781040371619)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Harriet Jones | Hilary Orpin | Gemma Mansi
Transition into Higher Education
Book
01/2023
1st Edition
Critical Publishing Ltd
€41.00
Shipment within 3-4 weeks
Persons
Harriet Jones was Professor of Student Learning in the School of Biological Sciences, the Centre for Ecology, Evolution and Conservation at the University of East Anglia. She specialised in teaching first year students in the School of Biological Sciences and researched the problems students face in making the move into HE for over 20 years. She worked with UCAS, Ofqual, OCR, AQA and IB, and contributed to conferences and workshops with educators on both sides of the school-to-university transition.
Gemma Mansi is the Deputy Head of Teaching and Learning in the school of education at the University of Greenwich. She is a Senior Fellow of the HEA and specializes in teaching childhood and youth studies. Her PhD explored how social change affects transitions of young fathers on the Isle of Sheppey, Kent. Through research and practice, Gemma has focused her efforts in developing a specialized understanding of young people's transitions and how they are affected by social factors and institutions.
Catherine Molesworth is a lecturer in the school of education at the University of Greenwich where she teaches a range of subjects including psychology and statistics to undergraduates and doctoral students. Her PhD at City University and postdoctoral work at the Institute of Psychiatry focused on learning processes in autism spectrum disorders.
Heather Monsey has worked in outreach for the last 5 years and is currently an outreach officer for the University of East Anglia. The primary focus of her role is to widen access to university for students from backgrounds under-represented in higher education. Heather works closely with students, teachers and parents across Norfolk schools, facilitates a transition event on campus, as well as co-authors the Preparing for University MOOC.
Hilary Orpin is a Director of Strategic Development in the Faculty of Education, Health and Human Sciences, at the University of Greenwich. She is a Senior Fellow of the HEA. She has worked in higher education since 2007 and specialises in teaching students on the BA Hons childhood and youth studies programme. As both an HE lecturer and youth and community worker she has supported young people's transitions from school to further education and further education to higher education.
Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching.
Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire's Professional Doctorate in Education. Karen also leads collaborative research and development in her School.
Gemma Mansi is the Deputy Head of Teaching and Learning in the school of education at the University of Greenwich. She is a Senior Fellow of the HEA and specializes in teaching childhood and youth studies. Her PhD explored how social change affects transitions of young fathers on the Isle of Sheppey, Kent. Through research and practice, Gemma has focused her efforts in developing a specialized understanding of young people's transitions and how they are affected by social factors and institutions.
Catherine Molesworth is a lecturer in the school of education at the University of Greenwich where she teaches a range of subjects including psychology and statistics to undergraduates and doctoral students. Her PhD at City University and postdoctoral work at the Institute of Psychiatry focused on learning processes in autism spectrum disorders.
Heather Monsey has worked in outreach for the last 5 years and is currently an outreach officer for the University of East Anglia. The primary focus of her role is to widen access to university for students from backgrounds under-represented in higher education. Heather works closely with students, teachers and parents across Norfolk schools, facilitates a transition event on campus, as well as co-authors the Preparing for University MOOC.
Hilary Orpin is a Director of Strategic Development in the Faculty of Education, Health and Human Sciences, at the University of Greenwich. She is a Senior Fellow of the HEA. She has worked in higher education since 2007 and specialises in teaching students on the BA Hons childhood and youth studies programme. As both an HE lecturer and youth and community worker she has supported young people's transitions from school to further education and further education to higher education.
Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching.
Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire's Professional Doctorate in Education. Karen also leads collaborative research and development in her School.
Content
Introduction Chapter 1: Perceptions of transition Chapter 2: The pre-degree environment Chapter 3: Stakeholders in the transition to university Chapter 4: Supporting students in transition Chapter 5: The first year at university Chapter 6. Remote learning within the HE sector
