University Experience Research Articles

Supporting students’ transition from college to university: Staff perspectives on developing a coherent tertiary system in Scotland

Scottish policy, funding, and quality systems have been tasked to provide “a more coherent and streamlined tertiary education system from the student perspective that delivers the best learning experience for students” (Scottish Funding Council, n.d.). This paper helps to inform this process, by presenting the findings from the second stage of Quality Assurance Agency Enhancement Theme project: Mind the Gap? College Students’ Experience of University. This stage investigated the perspectives of staff who support students making the transition from college to university. While there is a relatively broad literature covering the student perspective of this transition, the staff perspective is less well understood. This paper uses the themes developed from the first stage of the project – a qualitative research synthesis on the lived experiences of students (Robertson & Cunningham, 2023) – to investigate staff perceptions of this transition. These themes considered are: (1) the responsibility for enabling effective transition; (2) the extent to which alignment between colleges and universities is achievable or, indeed, desirable; and (3) the extent to which college to university transitions genuinely widen participation. This paper reports the findings from a series of focus groups with university academic staff, university student support staff, and college academic staff from three institutions (two universities and one college). Using theoretical thematic analysis, the paper considers how sectoral, academic, identity and social, and logistical factors affect, or are identified in, the practice of the participants and what this means for the development of policy and practice around a ‘coherent tertiary model’.

STEP UP to University: Continuity and Belonging for Articulation Students

Articulation plays a key role in widening access to HE, but tailored support is necessary for a smooth transition. Articulating students often see themselves as lacking key skills and express concern at the significant differences between college and university. This case study explores how the academic skills team at the University of Dundee supports articulation through STEP UP: a credit-bearing module designed for students enrolled on a Social Sciences HNC at Dundee and Angus College who hold a direct entry place for second year Humanities at the university. A key strength of the STEP UP approach is its emphasis on continuity between college and university, welcoming students to the University during their college year. Students journal about their college experiences, create an artefact reflecting on their articulation year, and present a group project on "Becoming, Being, and Belonging" as a university student. They also implement feedback on their college writing to complete their first university essay, providing them with a clear link between their college and university assignments. Rather than emphasising the "gap" between college and university, STEP UP empowers students to recognise the skills they have developed during their HNC and identify how to employ these skills at university. By fostering reflexivity and feedback literacy, the module helps students understand what they bring to university and how they can grow within it. As Scottish institutions adjust to the new tertiary landscape, STEP UP demonstrates how emphasising continuity rather than difference can help articulation students develop their sense of belonging at university.

Differences in university experiences, support seeking, and mental well-being in Australian university students according to bereavement status

In Australia, nearly half of university students report high levels of distress during their studies. Bereavement increases a student’s risk of mood changes, eating disorders, suicide, poorer academic achievement, and attrition. We used an online, quantitative, cross-sectional survey to investigate the prevalence of bereaved students in Australian universities and differences between bereaved and non-bereaved university students’ mental well-being, university connectedness, current grade average, and support experiences. Findings indicated 22.3% of students experienced bereavement in the previous 24 months. Bereaved students had higher ratings of perceived social support than non-bereaved peers. There were no significant differences in mental well-being, grade averages, and university connectedness once sex, living arrangements, enrolment type (full/part-time), and religious affiliation were controlled. Bereaved students who continued their studies showed resilience and a preference for social support. Findings present a rationale for universities to harness resources to support bereaved students throughout their studies to promote engagement and retention.

Text Analysis of the System of Changing Majors in Chinese Universities

The major, as the most basic unit for cultivating talents, has always been a subject of public concern. The choice of major affects the effectiveness of talent cultivation, and the correct choice of major is one of the key factors affecting the level of study commitment and state, as well as the student's college experience and the quality of undergraduate education. It is crucial to pay close attention to the adjustment and conversion of majors for students who are dissatisfied with their majors after entering a university. This paper lists the theoretical basis for major transfer, describes the development of relevant major regulations in China, and analyzes the implementation regulations of five randomly selected universities, it raises issues and provides relevant suggestions.

The Proposal of Integrated Actions in Transport as Part of a Climate Action Plan for UNICAMP

Since 2019, the State University of Campinas (UNICAMP) has been collecting data, preparing, and annually monitoring sustainability indicators submitted to the UI GreenMetric ranking, which guide improvement projects at the university in alignment with the Sustainable Development Goals (SDGs). This article aims to propose sustainable practices for managing urban mobility on its campuses, drawing inspiration from the experiences of national and international universities that ranked highest in the 2023 edition of the aforementioned ranking. The study employed both qualitative and quantitative research methods, using a descriptive approach combined with Deductive Content Analysis (DCA). This analysis was further validated by the Multi-Criteria Decision-Making (MCDM) method known as Fuzzy SWARA. Through this process, the study identified the most commonly adopted actions by universities: promoting the use of electric and/or conventional bicycles on campus (11.8%); projects in partnership with government, state, or municipal entities to develop express cycle paths and encourage bicycle use both on campus and in the city (9.2%); conventional bicycle rental on campus (9.2%); and electric car sharing on campus (9.2%). The proposals suggested for UNICAMP include encouraging carpooling, implementing a public transportation exemption or half-fare program for employees, promoting the use of bicycles while ensuring increased campus security, among other initiatives. This research is part of a proposal for a Climate Action Plan for the university, which aims to effectively integrate sustainability into the university's agenda and support the fight against the climate emergency through necessary adaptations.

In their narratives: academic socialization in the experience of sensory processing sensitivity among university students

IntroductionWhile much of the worldwide contemporary research on sensory processing sensitivity (SPS) and environmental sensitivity (ES) has relied on the participation of university students, there remains a significant gap in understanding the academic social experiences of those scoring high in SPS (i.e., highly sensitive individuals).MethodsTo address this gap, this exploratory study aimed to investigate in detail students’ academic socialization through their narratives. We conducted nine interviews with Italian university students who self-identified as highly sensitive.ResultsThrough thematic reflexive analysis, we identified and analyzed 6 themes (with subthemes and versions of subthemes) concerning their self-definitions, their university experience (in classroom, before, during, and after exams), and socialization with peers and teachers.DiscussionAfter 20 years of research on SPS, this study integrates the relevant literature into the field of social psychology and academic socialization, emphasizing the importance of understanding SPS within real-life educational contexts and considering highly sensitive students’ perspectives on their resources and challenges in attending university. By contributing to the emerging qualitative literature on SPS and ES, this study provides practical implications for educators and policymakers seeking to foster inclusive learning environments for all students.

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When a person suddenly enters a new life that he does not know, it is both very exciting and difficult for him. A young student who has just arrived at the university experiences very mixed emotions. It is both joyful and meets new friends, new subjects, teachers and a new learning process. The article exam¬ines the relationship between the teacher's pedagogical culture and the process of students' adaptation to the conditions of the teaching process in the higher school; At the same time, the essence and content of the con¬cepts of "adaptation" and "pedagogical skill" are revealed. The pedagogical skill of a high school teacher is considered as a complex system consisting of many interconnected components, among which the teacher's personal qualities, special pedagogical ability, high organizational culture and, most importantly, deep pro¬fessional knowledge occupy an important place. Also, the article describes a whole set of contradictions in the educational process of the higher education institution and provides a place for their elimination. Due to the elimination of these conflicts, adaptation of students to the educational process can happen easily. The research also characterizes the main distinguishing features of the management of the educational process and the issues that contribute to the establishment of productive pedagogical communication between the participants of the educational process. A humanistic style of pedagogical communication is impossible without personal qualities such as humanism and intelligence, high moral culture and responsibility. In the article, the results of the survey conducted with the students of Nakhchivan State University were analyzed and presented.

The Impact of Extracurricular Activities on Developing Academic Standing, Student Satisfaction, Performance, and Bolstering the Academic Reputation of Higher Education Institutions from the Perspective of SDGs

Objective: This study investigates the impact of extracurricular activities (ECA) on developing the academic performance of student, improving their overall university experience, and elevating the academic reputation of institutions in the alignment with the Sustainable Development Goals (SDGs). Method: This study employs a qualitative descriptive research methodology, concentrating on the analysis of ECA's role as a sustainable strategy for enhancing student experience and improving the academic reputation of universities. Results and Discussion: The results show that students who participate in ECA experience better academic performance and greater satisfaction with their university experience. Institutions that encourage these activities have a stronger academic reputation, which contributes to the overall development of students, higher rankings, and the attraction of high-achieving students. Research Implications: The research underscores the importance of supporting ECA to improve student performance and satisfaction. It recommends integrating ECA into academic programs and forming partnerships with external organizations to offer students more opportunities for skill development. Continuous evaluation of ECA programs is essential to meet changing student needs and maintain academic excellence. Originality/Value: This study highlights the unique role of ECA in enhancing academic performance, student experience, and university reputation. It provides new insights into how ECA contribute to student development by improving critical skills like time management and teamwork, while also strengthening institutional standing.

E-Learning in the Post-COVID Era: Undergraduate Students’ Experience in Nigerian Universities

The COVID-19 pandemic has disrupted traditional classroom learning in Nigerian universities and prompted the adoption of e-learning as an alternative means of delivering academic content. This research paper aimed to explore the experience of undergraduate students in Nigerian universities during the post-COVID era, with a specific focus on the effectiveness of e-learning. This study employed a quantitative approach. The study population consisted of 237 undergraduate students from seven selected universities in Nigeria. The data was collected using a structured questionnaire. The findings of this study showed that while e-learning has its advantages, it also presents several challenges to undergraduate students in Nigerian universities. Some of the challenges include poor internet connectivity, lack of access to electronic devices, and insufficient training on how to use e-learning platforms. The study recommends that Nigerian universities and the government should invest in improving internet connectivity and power supply to support e-learning; and institutions should provide consistent and comprehensive technical support to all students, ensuring they have the necessary resources and assistance.

Transformational accounts of students’ undergraduate education are evoked by their engagement with knowledge

AbstractThere are strong concerns about students perceiving their undergraduate education in instrumental, rather than transformational, ways. However, it is not clear whether seeing education instrumentally undermines students’ capacity to see their education as transformational. Based on data from a 7-year longitudinal study of chemical engineering students from three countries, this article shows that all students focused on instrumental outcomes from education in their first year of study. However, by their final year, students tended to give instrumental accounts of what they had gained from their overall university experience and transformational accounts of what they had gained from studying their subject. This suggests that, depending on the context evoked, most students can describe instrumental or transformational relationships to their education. However, developing transformational accounts on their education appeared to be dependent on studying knowledge-rich degrees that supported them to engage with the world from the perspective of a particular body of knowledge. This raises serious questions about educational policies that imply that instrumental outcomes are the most important outcomes from students’ educational experiences as such policies obscure the importance of transformational knowledge-focused relationships that change the way that students engage with the world.

Promoting climate action through youth empowerment and environmental education: Insights from Mohamed Bin Zayed University for Humanities

Climate change is a pressing global challenge that requires immediate action. To address this issue effectively, it is essential to engage and empower the younger generation who will shape the future. This abstract presents the experience of Mohamed Bin Zayed University for Humanities (MBZUH) in UAE in promoting climate action through youth empowerment and environmental education. MBZUH has recognized the significance of incorporating environmental education into its curriculum to foster a generation of environmentally conscious individuals. Through a multidimensional approach, the university has developed innovative strategies to empower students, enabling them to become active participants in addressing climate change. These strategies encompass both formal and informal education, leveraging various platforms and partnerships to create a comprehensive learning environment. This study delves into the initiatives undertaken by MBZUH to empower youth in climate action. It explores the incorporation of environmental education across disciplines, integrating sustainability principles into existing courses, and offering specialized programs focused on environmental science and climate studies. Additionally, it highlights the university’s efforts in promoting hands-on learning experiences, such as field trips, research projects, and community engagement, to deepen students’ understanding of climate issues and inspire practical action. Furthermore, the study examines the role of MBZUH’s collaboration with local and international organizations, governmental bodies, and the wider community in fostering youth empowerment and climate action. It showcases successful partnerships that have resulted in impactful initiatives, including awareness campaigns, capacity-building workshops, and youth-led environmental projects. By sharing the experience of MBZUH, this study aims to provide valuable insights and best practices for promoting climate action through youth empowerment and environmental education. It underscores the importance of empowering the next generation with the knowledge, skills, and motivation to become effective agents of change in addressing climate challenges.

Adapting to the AI Era: ChatGPT in the Classroom

The emergence of ChatGPT, a conversational AI developed by OpenAI, has raised profound questions about its impact on the traditional university experience. This article addresses the pervasive discourse surrounding ChatGPT by investigating the actual capabilities of AI writing at the undergraduate level. To study the strengths and limitations of AI in the classroom, we conducted a survey experiment involving faculty assessment of essays generated by ChatGPT. Contrary to concerns of diminishing academic rigor and standards, our findings suggest that ChatGPT’s effectiveness is influenced by user knowledge, indicating potential for symbiotic integration into pedagogical approaches. Rather than spell the end of the college essay, we suggest that ChatGPT offers opportunities to open discussions about information literacy and verification of information. For universities, our study suggests revising university AI-usage policies and incorporating AI into teaching and learning objectives.

Scientific Reflection on the Logic of the Development of Russian Social Psychology (For the 100th Anniversary of G.M. Andreeva)

The author studies the life path and scientific and organizational activities of a prominent social scientist and humanitarian G.M. Andreeva against the background of an analysis of the ways of the post-war formation of Soviet social psychology. Its outstanding role in the creation of an interdisciplinary system of cognitive and communicative social psychology and in its design and pedagogical implementation through the organization of teaching at the Faculty of Psychology of Moscow State University with appropriate educational and methodological support for domestic higher education and the inclusion of its achievements in world science is shown. Generalization of her teaching experience in Russian and foreign universities and its theoretical and methodological foundations allowed G.M. Andreeva to develop a fundamental concept of cognitive psychology of social cognition, which is being developed in various directions by participants and followers of the scientific school she created, one of the largest in Russian socio-psychological science.

The Issue of Safety Amongst Undergraduate Students of the University of Delhi

In this paper we investigate what are the connotations of safety for students and in what way is college a safe space. In the questionnaire administered, there was no specific question on safety. However, the response to our first question—What does entering college mean to you?—saw a significant percentage (68%) of female students associating entry into college with entry into a safe space. Students’ expectations from college —as revealed in their responses to other questions—go beyond physical safety, not only do they draw attention to the multidimensionality and complexity of the concept, but in doing so they mark out and identify within the safe environs of college, temporally and spatially fluid islands of unsafety. Their responses problematized the notion of safety, thus alerting us to a political (including gendered) and expansive understanding of safety. In this expansion safety emerges as a cluster concept incorporating dimensions of gender, equality, justice, freedom and democracy. This paper makes two arguments, first that the college experience contributes to the students’ understanding of safety in its multidimensionality. The connotations of safety include both the physical and the socio-psychological dimensions. Second that in the articulation of this learning a student develops a critical understanding of social, political, and economic structures of power.

Possibilities and challenges of Artificial Intelligence in the teaching and learning process of Journalism Writing. The experience in Spanish universities

The research aims to assess the possibilities and challenges of artificial intelligence (AI) for the development of the teaching and learning of journalistic writing techniques in the university educational context. The main objective consists of analysing the abilities of AI to solve the composition of different journalistic texts¸ both informative and opinion, and the quality of the result, as well as other applications of AI in journalistic writing. The text tries to contribute to the knowledge on the use of AI by teachers and students in the teaching and learning process. A mixed methodology has been used to develop the research: on the one hand, descriptive and comparative, based on surveys to university professors in Spain specialised in this subject and to students taking related contents in their studies, also in this context; on the other hand, an experimental research is included among professors trained in the field of Journalistic Writing, who are asked for the qualified correction of an exam, anonymous, actually carried out with the AI system, ChatGPT. After weighing the results, each of them is interviewed in depth about the quality of the texts, their strengths, and weaknesses. The results show that AI is beginning to be used in the university context by students and professors. In the specific field of journalistic writing, its use for the moment is limited to assisting tasks in the writing process or suggesting topics, while the automatic generation of content is not widely accepted due to the ethical implications that it entails, especially those related to the originality of content. Teachers value the potential of this technology for writing simple and informative pieces but observe limitations at deeper levels of knowledge and in hybrid texts.

Dataset on University Lecturers' Competence and Experiences with Online Learning Platforms in Rwanda

This dataset captures the experiences and self-reported competencies of university lecturers in Rwanda concerning their use of online learning platforms and digital assessment tools. Collected in May 2024, the data reflects responses from lecturers across various academic ranks and years of teaching experience. The survey explores their familiarity and usage of platforms such as Moodle, Google Classroom, and various video conferencing tools, along with their confidence in utilizing digital tools for teaching and assessment. The data is valuable for understanding the challenges and training needs of lecturers in transitioning to online education, offering insights for policymakers, educators, and institutions looking to improve digital learning environments. Keywords: Online Learning, Lecturer Competence, Learning Management System (LMS), Higher Education, Digital Assessment, E-learning, Rwanda

Does major make a difference? Mental health literacy and its relation to college major in a diverse sample of undergraduate students

Examining a large number of specific college majors and their association with mental health literacy (MHL) is an important step towards identifying at-risk groups at the college level. Though prior research has investigated MHL across student demographics such as gender, age, ethnicity, and level of education, the present study was the first to compare the MHL of undergraduate students across 19 different college majors. A total of 617 demographically and ethnically diverse undergraduate students (62.1% female; 69.3% non-white; mean age = 22.2 years; mean year in college = 2.8) reported their demographics, college experience, and college major, and completed an MHL measure that assessed knowledge of more than 20 psychological disorders and the application of that knowledge to real life scenarios. After controlling for gender, data were analyzed using ANOVA and post hoc comparisons to determine if differences in mental health literacy level were related to specific college majors. Results revealed that mental health literacy significantly differed across majors, F(18, 598) = 5.09, p < .001. Specifically, students majoring in accounting, nursing, business, biology, and those in a multidisciplinary category had significantly lower mental health literacy scores compared to the highest scoring major, psychology. We present empirical data about variations in mental health literacy across many different majors in higher education. Our findings provide a rationale for interventions for academic majors with lower MHL, as well as a rationale for training of college faculty and staff, for the purpose of improving psychological well-being in at-risk college students.

Belongingness in higher education: Fostering decent education to sustain academic progress and equitable access to decent work

Given the critical role of higher education in fostering social mobility and access to decent work, our study investigates how the college experience, shaped by social marginalization and economic constraints, influences students’ academic engagement and work volition before and during COVID-19. Drawing from the psychology of working theory (PWT) and decent education, we assess the mediating role of school belongingness and the moderating effect of COVID-19 timing through structural equation modeling. Our findings suggest that COVID-19 exacerbated the negative effect of social and economic marginalization on work volition and the negative effects of economic constraints on academic engagement, while also diminishing the moderating effect of school belongingness. These insights are crucial considering the profound disruptions in higher education due to the pandemic and underscore the importance of fostering school belongingness as a component of decent education to sustain student engagement and positive views of their work futures.

Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era

Background: Technology serves as a potent tool that enhances the quality of teaching and learning experiences. However, when educators lack proficiency in utilizing technology, it leads to obstacles in providing effective education, resulting in emotions of frustration, diminished self-assurance, and uncertainty regarding their teaching abilities. This study aims to investigate the experiences of university faculty members in relation to the impact of technology on their mental well-being. Methods: For this qualitative study, ten professionals engaged in university-level teaching, encompassing research domains, were selected for interviews. Inclusion criteria were based on teaching experience, tenure, specific courses or subjects taught, and active involvement during the research phase. The guiding question for the study was framed as follows: "What are the experiences and perceptions of university faculty members concerning techno-stress?" Additionally, the study identified four subcategories: work overload, social and emotional interaction, adaption to new technologies, and expectations and teaching quality. Results: Techno-stress is a composite of emotional and physical reactions triggered by the improper use of technology. Faculty members’ encounters with techno-stress have substantial implications for their quality of life. The subcategories shed light on different aspects of the faculty’s experiences, including the burden of excessive workload, the influence of social and emotional interactions, the process of adapting to evolving technologies, and the connection between expectations and the quality of their teaching. Conclusions: This research underscores the significance of technology in higher education, highlighting its potential to positively impact teaching and learning. Nevertheless, faculty members’ struggles with techno-stress indicate a pressing need for effective training and support. Establishing limits on connectivity with technology and others emerges as a crucial step in maintaining a healthy work-life balance. Ultimately, addressing techno-stress and providing appropriate guidance are essential for safeguarding the well-being of university faculty members and, consequently, enhancing the overall educational experience.

Classroom Interactions Facilitate a Sense of Belonging in Remote STEM Classes: Lessons from a Large-Scale Quantitative Study

AbstractDuring the global COVID-19 pandemic, instructors strove to facilitate student learning, engagement, and community in an unfamiliar environment, while students adapted to a college experience that differed from their expectations. This context provided the opportunity to identify factors that increased undergraduates’ sense of belonging in remote STEM classrooms. We analyzed responses from 1589 students in 26 undergraduate STEM courses at a large R1 research university in Likert-style surveys to assess how the remote modality affected their sense of belonging in their STEM course. Likewise, we analyzed data from 22 instructors about their pedagogical mindset and implementation of classroom activities. K-means clustering of student survey responses sorted classes into four significantly distinct clusters. Student responses in cluster 1 revealed an increased sense of belonging in the post-survey, whereas students in cluster 4 reported a decreased sense of belonging. Further, we observed that a higher frequency of active learning activities (student–student and student-instructor interactions) and instructor type (teaching faculty) correlated with an increased sense of belonging. Many studies have investigated alterations in students’ sense of belonging; our study contributes by identifying activities that enhance a sense of belonging in remote STEM classrooms. Moreover, our findings from a quantitative study allow us to propose ways instructors can modify their courses to increase student sense of belonging and insulate students from the isolation of remote classrooms.