Measuring the beginning: a quantitative study of the transition to higher education

Abstract

This quantitative study measures change in certain factors known to influence success of first-year students during the transition to higher education: self-efficacy, autonomous learning and social integration. A social integration scale was developed with three subscales: ‘sense of belonging’, ‘relationship with staff’ and ‘old friends’. Students responded to this and existing scales measuring self-efficacy and autonomous learning, before and after participating in transition activities including a group-work poster project. The authors discuss positive outcomes regarding a sense of belonging and how the authors' expectations in other areas such as self-efficacy were not met. The importance of early contact with academic staff and small-group work is confirmed. Tinto's assertions on pre-existing relationships are challenged. The authors suggest that further investigation might prevent a ‘scattergun’ approach to transition based upon superficial understanding of outcomes. They discuss potential models for transition design and support a ‘longer’ process with several opportunities for student engagement in success factor development.