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Transition from high school to university – Are students prepared

and how can school/careers

departments help them to be better

prepared?

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Australia /US only one of 2 school careers practitionersTime and resources HE put into retention and completion of students. Also issue of equity using examples of privately educated students and how underprepared they felt they were

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What is the First Year student curriculum

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What is the First Year applying

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Looked at literature and transition theory.

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Australia has 42 universities, USA has nearly 5000 and New Zealand has 8. In 2013 in Australia 23.6% of students were under 20 years old compared to 26.9% in New Zealand and 24.3% in US.

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Information: Attrition rate after first yearAustralia – 16.5%NZ - 17%OECD Completion ratesNZ(more PT)-58% Australia - 72%UK - 79%OECD mean - 69%

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Some Reasons for Attrition rate admin issues -enrolment

academic issues- courses

student personal issues – homesickness

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Even if two people experience the same

transition, the outcome may be different because each

brings a different combination of strengths and

weaknesses to it.

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Schlossberg-transition“moving in, moving through, moving out”

(equally applies to the process of transition at school)

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Some common aspects of First Year Experience

credit courses in the USA and other universities in

Australia and NZ

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Monitoring student engagement – attendance, assessment, online activities Academic skills – how to read university books/text, note taking/essay writing/presentations Learning styles – how do I learn best?

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Orientation: uni environment, computer system, people and support networks needed Peer mentoring in faculties/thro scholarships Career modules –major/minors, changing courses, where am I going after university?

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Studying and test taking Time management – continual assessment, exams, work, other activities Stress – how to recognize it, handle it, when to ask for help and where to get help from? Critical Thinking

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EQ (Emotional Intelligence) – resilience, relationships, decision making Managing Money - budgeting, loans Leadership, mentoring + Service – what opportunities, giving back Health

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University is very different from high school. First year sets

the pattern for the rest of the students’ time there

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Student Survey/Voice 201 student responses Male 18.3%

Female 81.7%

own personal teachers’ inquiry So I originally used my own school’s database which is a Girls only school to gather data. So when the survey went out to a wider audience it still resulted in the majority of respondents being female. .

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Type of school NZ State/Public School20.3% NZ Private/Indep School73.6% Other State/Public School3% Other Private/Indep School3%

With using own database more Independent school students responded

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Qualification undertaken at school IB 11.2%NCEA 70.1%Cambridge 12.7%Other 6.1%

How long ago did you leave school 1 year or less 50.6%2- 4 years 25%5 years + 2.4%

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When you left school, how prepared did you feel then about going to University?

Unprepared: 1 9.1%2 21.8%3 48.2%Well prepared: 4 20.8%

Now you are at university rate how prepared were you really?  Unprepared: 1 16.8%

2 25.4%3 40.1%Well prepared: 4 17.8%

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42% of students felt unprepared or not prepared for the transition.

“I thought I was ready for university but I was overawed by everything, the size, the system and not having my friends around for support. I just tended to do what everyone else did.”

This reflects transition theory -it wasn’t until the students arrived at university that they realised they didn’t have the necessary resources or skills for a smooth transition

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When you were at school, did you take part in any of the following events? Choose as many as apply to youWork Choice Day 19.4%University presentations at school80.6%Individual careers interview 59.7%University open days73.5%University course planning at school18.9%Independent University visit37.2%Star/Gateway4.6%University paper while at school3.6%Work experience 47.4%Academic Writing 12.8%Study Skills39.3%None 1%

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University presentations at school80.6%Individual careers interview59.7%University open days 73.5%Study Skills39.3%skills or activities that universities, and the literature review suggested are needed for a more successful transition to tertiary study

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Which of the following events do you think most helped with the transition Choose only onWork Choice Day 1.5%University presentations at school16.8%Individual careers interview 11.7%University open days25.9%University course planning at school3.6%Independent University visit 4.6%Star/Gateway 0%University paper while at school1.5%Work experience 3%Academic Writing4.1%Study Skills2.5%None 13.2%

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The top 3 were: University Open days- 26%; University presentations at school- 16.8% and None – 13.3%

13.3% thought none of the activities offered at school helped with the transition to university

39.3% of students had taken part in a study skills programme - but only 2.6% thought that this helped with the transition to university.

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Is there anything that the University did or offered to make the transition easier? Please comment in box below

Living in Halls – tutorials 13.1%

Open Days/special events 16.7%

O week activities (Student ambassadors /lectures/basecamp/online orientation)

30.6%

Course Confirmation at school (School Liaison help school/uni)

12.4%

Mentoring 4.3%Disability Services 1.5%Uni Paper at Year 13 0.7%Handbooks/Prospectuses 3.6%Student Centre 2.9%None 12.4

%

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“The faculty orientation day was great as they explained what assessments and the timetable was going to be like for me, also I got to meet other students who were going to be doing my course.”.

Halls of residence programmes:“It helped me settle in and any help I needed was always available.”

“the uni open day lectures I went to acted as “real life” and prepared me for how uni would be different from being in a classroom.”

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“the liaison officer came to school and was really helpful explaining how everything worked and this made me feel much better.”

There probably were things the university did, but I just felt overwhelmed by everything so didn’t do anything.”

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In your opinion is there anything school or specifically careers could have done to prepare you for the transition to university? Please Comment in box below

Lecture style classes/Tutorials + Note taking 8.5%

Course info +Planning at school 14%

Strategies to help moving away from home – halls/budgeting/friendship

7.8%

EX-students come to talk about university 10.6%

Nothing 14.8%

Encourage students to attend open days 3.2%

University skills (Study skills/Time Management/Work Load/Independent learning/research skills/APA referencing/ Academic writing)

44.6%

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Over 40% schools/careers could help them with university skills.

Those listed most by students were workload, academic writing, referencing and time management.

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“No one told me the workload would be even harder than in year 13.” “I thought studying NCEA, I would be ready for the continual assessment but at university no one prompts you and it seems relentless until you get used to it.”

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“less spoon feeding.” “We could have done with a lot less spoon feeding. More independent work that would have made us have to learn to manage our time better.”  “Note writing, citations, quotations and self-management were never taught. We were spoon fed our information and they didn't teach us a lot of what is expected at university.”  “I think that transition to University would have been much more difficult for those students who were used to being spoon fed, as that is exactly the opposite learning environment to university, where there is a lot of independent learning.”

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“If there is one piece of advice or information you wish you’d been given about university when you were in Year 13, what would it be?

Academic 55.9%

Social 14.7%

Emotional 13.2%

Difference between school and university 16%

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Academic: “Pick up good study habits while you still can. Ask questions about the best way to study and find out about your own learning style”.

Social: Don't think that university is going to be a carry on from school, there are so many opportunities to create a new circle of friends who are doing the same course as you. It is a time in your life where you can almost start over and you can choose how you want to live your life and who you want to hang out with.”

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Emotional:“Don’t worry. People change their mind all the time at university. Don’t worry if you don't know what to do, no one really does.”

“Don't worry about it, you find your feet and by second semester you know how it all works and have made new friends.”

“Asking for help is not a sign of weakness everyone needs help settling in”

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Difference:“University is different to high school in that you are in charge of your own learning and have to deal with your own successes and failures

“No one cares if you don't go to lectures, or don't do your assignments or don't study, it is up to you. I didn’t realise how helpful my teachers really were.”

“No matter how you are feeling, remember everyone is in the same boat.”

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Career Education Benchmarks

set of three benchmarks

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Careers New Zealand chief executive Graeme Benny said

“The benchmarks describe the career literacy students need to acquire, so that as the world continues to change, they can respond, make good choices and plan their career and work paths. This will help young people to better manage their careers.” (NZQA, 2014).

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“Career management competencies equip people to better understand themselves, make informed decisions about learning and work options, act on their decisions and participate effectively in work and society”

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There are four main student career management competencies

To achieve the student career management competencies there are three input dimensions; Leadership, Programmes + Services and Transitions

S1 Developing self-awareness

S2 Exploring opportunities

S3 Reviewing options and making choices

S4 Planning, managing change and transition

S1.1 Self-knowledge

S2.1Opportunity awareness

S3.1Making life, learning and work decisions

S4.1Life, learning and work plans

S1.2 Developing capabilities

S2.2Life, learning and work realities

S3.2Creating opportunities

S4.2Acting to secure future education, training and/or work

S1.3Changing and growing

S2.3Accessing and using information

S3.3Identifying the next step

S4.3Managing change and transition

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Transition covering transition into, through and out of high school. 4 criteria within each input dimension; ineffective, adequate, consolidating effectiveness and highly effective.

T2 Successful student transitions

Sub-category Ineffective Adequate

Consolidating effectiveness Highly effective

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According to Vaughan & Spiller “…career management competencies have the potential to be a transformative ‘core service’ in career education. They can re-invigorate the direction of schools

and sharpen the focus for the New Zealand Curriculum principles and vision of young people becoming

confident, connected, actively involved lifelong learners.” (2012.)

Copy of the complete revised benchmarks is available from:

http://www.careers.govt.nz/educators-practitioners/planning/career-education-benchmarks/revised-career-education-benchmarks-secondary

/

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Summary, “being one of the few to being one of the many.”

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Some of the reasons for students not completing Inadequate orientation Poor assessment experience (too easy, too hard or feedback not given in a timely manner) lack of clarity around university expectation of them expectation of university or course unrealistic Academically not ready – different learning environment/ standards/ approach/ workload Personal issues: financial hardship, isolation, home sickness, being first in family to attend university, leaving home

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Some of the factors successful transition for students are: Having clear academic goals A secure family environment Realistic expectations of university Doing early planning for the transition School subject selection relates to intended post school destination Choice of course to study is their own and is linked to interest, strengths and fit Having more than the minimum entry requirement 

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Some of the personal qualities and skills needed Critical thinking + Independent study skills Diligence, persistence and determination Having a positive work ethic Being an independent learner Having an ethical and values based approach to decision making Ability to adapt and cope with change Communication skills– written and verbal Organisational skills Resilience Relationship/conflict resolution/Leadership skills

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There are many resources available for high school students to teach them the skills they need to successfully transition to university. Many schools offer peer mentoring and leadership opportunities, programmes on resilience, decision making, stress management and mindfulness.

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There are a myriad of programmes and free software, My DNA, (http://www.myworldofwork.co.uk/strengthtest) interactive tools on the Career NZ website (https://www.careers.govt.nz/tools/) and a recently released GUIDE ME app (http://www.connect.co.nz/guideme.html) from NZ post; which is a start to finish check list for getting university study sortedIt is important that any resource used fits and is adapted to a particular individual school community. What would work for one school may not work another.

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"The new career management paradigm is not about making the right occupational

choice. It’s about equipping people with the competencies (skills, knowledge and

attitudes) to make the myriad of choices with which adults are confronted

continuously, in all aspects of their adult lives, lifelong." (Phil Jarvis, ).