Student Transition to University

MAIN BODY

University provides various opportunities to the students for the achievement of advancement in their careers. Environment of university is new for the students. For some students it intimidating  and overwhelming depending on their home and social environment. Transition to the university is big step in the life of the student as they have to face drastic changes in the environment (Briggs, Clark and Hall, 2012). During the transition process, students have to face various issues such as social relationships, personal autonomy, accessing support services, adjustment to the academic programs and feeding habits. In university, students have to make new relationships with fellow students, seniors and with their teachers. However, this is not easy task for them due to Socio-cultural diversity among them. Similar, issue is faced by them for adjusting with room mates (Collings, Swanson and Watkins, 2015). It is because they are comfortable for sharing room with unfamiliar person. In accordance with the study of Cottrell, approximately 27% of the students are incompatible with the provide room mates. Personal autonomy and adjustment to the academic programs also creates issues for the students because they are not habitual for the same (Cottrell, 2013). Due to the new environment an procedures, they feel hesitated for the assessment of services. In addition to this, students are also have to make changes in their feeding habits. It is because, provided food by university is not similar to their native place due to cultural differences.

Academic institutions play vital role in resolving resolve transitional issues of the students. For this purpose, they are required to provide appropriate handouts and booklets to the students so they can get familiar with the environment of university. Further, institutions are expected to develop an coordinated institutional strategic approach in which students can participate in a better manner (Ribchester, Ross and Rees, 2014). For this aspect, they can set induction program for the students, in which brief information regarding university will be provided by the management. With this programs students will be able to cope up with the expectations of university. In addition to this, they will be mentally prepared for the challenges. In order to transitional issues, another effective approach that can be used by universities is development of pro-active student support (Stott and Fielding, 2014). It is because, senior students can understand situation of junior in a better way as they had faced the similar situation previously. In addition to this, embedding transition support can be provided by faculties of universities in teaching, learning and assessment strategies.

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By considering the increasing issues of transition, University of Westminster had developed an effective culture in order to provide appropriate support to the students of first year. They had provided entire information regarding fees structure and academic course on their websites in a proper manner (McEwan, 2015). In order to assist international students they had provided guidance and advice regarding visas and immigration policy. To resolve issues of first year students, they had developed committee which is managed by senior students in guidance of faculties. Members of this committee helps new students in understanding curriculum and procedures of universities. In addition to this, academic courses are designed in appropriate manner so it can be easily acknowledged by all the students (McEwan, 2015). Along with this, management of  University of Westminster had also provided services of Financial Capability Adviser for the management of money. In situation where parents or students are disable then university provides benefit of social security in order to assist them in attaining educational facilities in an effective way (University of Westminster, 2015). For better assistance they provide one to one appointments in order to resolve the query of students. Faculty and administrative staff of the university is quite cooperative and supportive to the students. Professors also tend to be lenient students who are in their transition peirod when they don't turn up with their University Assignments.

In accordance with the above description, it can be noticed that university has moral and ethical responsibility to resolve the transitional issues of the students. However, they are not solely responsible for providing solution to the issues of students (Emerson, Kilpin and Feekery, 2014). It is because, learners should also effective approaches to manage various factors linked to the transitional issues. During their time of transition, students must adjust themselves to the new learning and teaching environment along with the social environment. Initially they should be mentally prepared to adopt changes in order to get habitual to the environment of university. For this purpose, they are required to take relevant information regarding university prior to the admission (Ribchester, Ross and Rees, 2014). They should be confident and interactive in order to get involved in activities of college. In this manner they will be able to get better companions (Whittaker, 2013). In addition to this, they will also be able to manage with their roommates in a better way. In situation, if they had query regarding any aspect then they should consult authorized person instead of taking advice from the individual students. It is because, they will get confused and they will face issues in understanding policies and procedures of universities.

CONCLUSION

In accordance with the present study, a conclusion can be drawn that both students and universities are obliged to make efforts in order to resolve issues regarding transition. For this purpose, universities can provide interactive platforms where students can communicate freely. While, students should also be mentally prepared for changes and should coordinate with college management for gaining better educational services.

REFERENCES

• Briggs, A., Clark, J. and Hall, I., 2012. Building Bridges: understanding student transition to university. Quality in Higher Education. 18 (1). pp. 3-21.
• Collings, R., Swanson, V. and Watkins, R., 2015. Peer mentoring during the transition to university: assessing the usage of a formal scheme within the UK.
• Cottrell, S., 2013. The Study Skills Handbook. 4th ed. Basingstoke: Palgrave Macmillan.
• Emerson, L., Kilpin, K. and Feekery, A., 2014. Starting the conversation: Student transition from secondary to academic literacy. Curriculum Matters. 10. pp. 94-112.
• McEwan, M. P., 2015. Understanding student transition to university: the expectations of essay writing for students and staff. Routledge.
• Ribchester, C., Ross, K. and Rees, E. L., 2014. Examining the impact of pre-induction social networking on the student transition into higher education. Innovations in Education and Teaching International. 51(4). pp. 355-365.
• Stott, C. and Fielding, R., 2014. Lost in transition?: Perspectives on the transition to university language learning. Babel. 49(3). 14.

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