Issues first year students face in transition to university

The Transition Issues of Commencing University

Table of Contents Page
1. Introduction……………………………………………………………………………...3

2. Literature review………………………………………………………………………...3
2.1 Adjusting to a new environment…………………………………………………..3 2.2 Time-Management…………………………………………………………………4 2.3 Balancing out university life……………………………………………………….4 3. Recommendations……………………………………………………………………..5 4. Conclusion………………………………………………………………………………5 5. Reference List…………………………………………………………………………...6

Introduction
Transition into university entails various “personal and interpersonal challenges” (Parker et al.: Tinto, as cited in Mudhovozi, 2012). Students are forced to suddenly develop new relationships and learn university study and time-management skills. This task creates pressure and difficulties in adapting to university and must therefore be addressed because these difficulties are factors that affect student performance in university. This report aims to analyze some of the issues students face when commencing university, and recommend appropriate action for universities to aid transition. Firstly, a number of challenges first year university students’ face will be discussed. Following this, recommendations will be made and finally a conclusion will be drawn on the subject.

Literature Review

Adjusting to a new environment
Adjusting to the university climate, is a major cause for concern amongst students commencing university. Schwitzer et al. (as cited in Urquhart & Pooley, 2007) suggests that the three important areas of adjustment for first year students are academic, social and personal/emotional adjustment.
Successful academic adjustment is highly dependent on students’ adaptation skills. Earl (In Levy & Earl, 2012,p.254) asserts that most students find trouble adapting to the volume of work and the difference in the style of learning and teaching. Apart from adjusting to the workload, many former foundation programme students (In Levy & Earl, 2012) also found difficulty adjusting to university without established friendships. Mudhovozi (2012) identifies the need for peer networks and social support as important factors for students in adjusting to university. In addition, students are often faced with the task of adjusting emotionally to the sudden independency accompanied with university life. Mutambara and Bhebe (2012) report that unstable and maladjusted student are less like to succeed in university study. Smith and Renk (as cited in Mudhovozi, 2012) also describe the transition to emotional and economic independence as a staggering experience for most new students.

Time management.
“Time-management skills are crucial to success at university. Earl (In Levy &Earl, 2012, p.254) explains that most students are not knowledgeable on how to be organized and this causes constant procrastination and lack of concentration when managing university study. Managing workload within short periods of time tends to be very stressful for first year university students. Former foundation programme students (In Levy &Earl, 2012, p.256) report that the workload is always too much for the time given to complete it. Though students are advised to develop routines of study, those who do still end up procrastinating and leaving things to the “last minute”. Establishing efficient time-management skills and surmounting the temptation to procrastinate as identified by Earl (In Levy & Earl, 2012, p.257), are therefore important concerns because students must eventually be able to manage university workload.

Balancing out ‘Varsity life’
Balancing the workload and pressure as well as one’s social life is one of the most challenging issues students face when commencing university. Earl (In Levy & Earl, 2012, p253) describes this as the “balancing act” and affirms that modern day university students continuously struggle with managing their commitments, responsibilities and pleasures, as well as studying successfully and making good grades. Most often, the traps and distractions of university life are one of the reasons students often find difficulty in balancing out. Burns (2006, p.viii) states that the freedom, appeal and social scene of university life are not easily simulated. Urquhart & Pooley (2007,p.80) also suggest overwhelming personal issues as another reason for students losing focus and balance. This is true for mature aged students and a lot of students who have responsibilities and obligations such as volunteer work, housework and paid employment.
Recommendations
In relation to the transition issues first year students face, a number of recommendations could be applied towards improving student adaptation to university life.

In relation to social support, it is important that universities become earnestly involved in student transition. Urquhart & Pooley (2007, p.89) advise universities to implement programs such as peer mentoring and buddy programs that aid the transition process. It is also suggested that universities should introduce university preparation classes in order to educate students and disclose to them the academic nature of universities. Additionally, To develop connections amongst students, Urquhart & Pooley (2007) encourage universities to include social conventions in the semester agenda.

Mudhovozi (2012) recommends universities to review and strengthen programmes targeted at helping students develop adaptive skills, quickly and smoothly. Another recommendation is that psychologists in student support services should aid students in discovering their priorities and boost their self-confidence and awareness.

In addition, Universities should be involved in developing disciplinary engagement, systems access and navigation, institutional identification and community participation. This recommendation is made through the Lizzio (In Wilson, 2009, p.6) five senses of student success.

Conclusion
It can be concluded that the first year of university is the most stressful but also the most essential, because it is during this period that all the necessary skills for success are learnt. Universities must therefore be more involved in the development of learning routines, the advancement of independent learning, study and time-management skills, and the establishment of networks that enhance social, institutional and learning engagement.
Reference List

Burn, P.F. (2006). Introduction: The purpose of this book: You can make a learning experience. Success in College: From Cs in High school to As in College. Lanham, Maryland: Rowman & Littlefield Education. p. v-xvi.

Levy, S. & Earl, C. (2012). Student voices in transition: the experiences of pathways students. Johannesburg: Van Schaik.

Mudhovozi, P. (2012). Social and Academic Adjustment of First-Year University Students. Journal of Social Sciences. 33(2): 251-259. Retrieved from http://www.krepublishers.com/02-Journals/JSS/JSS-33-0-000-12-Web/JSS-33-2-000-12-Abst-PDF/JSS-33-2-251-12-1278-Mudhovozi-P/JSS-33-2-251-12-1278-Mudhovozi-P-Tx[11].pdf

Mutambara, J. & Bhebe, V. (2012). An Analysis of the Factors Affecting Students’ Adjustment at a University in Zimbabwe. International Education Studies; Vol. 5, No. 6 ISSN 1913-9020, E-ISSN 1913-9039. Retrieved from http://www.ccsenet.org/journal/index.php/ies/article/viewFile/19363/14226

Urquhart, B. & Pooley, J. (2007). The transition experience of Australian students to university: The importance of social support. The Australian Community Psychologist. 19(2): 78-91.