This qualitative research study explores the experience of graduating social workers making the transition from university training into work as qualified social work practitioners. Most studies in this area look at the practice readiness of the newly qualified professional. This study looks at the participants’ experience in the work place. How do participants experience this journey of transition? What skills, particularly reflective practice and supervision, learned in training, are important to them? Eight graduates were interviewed three times as they began to practice, after six months and at the end of year one. Four people worked in children’s services, four in adult services. The methodology adopted for this research was Interpretative Phenomenological Analysis (IPA). These findings suggest there is a process of transition that has three strands, phased development, a professional strand and a psychological /emotional strand. These strands are unique and taken together give a holistic view of an individual’s journey of transition. Across the eight participants there were commonalities and divergences between transition experiences. However a model of transition did emerge which may be applicable to other professional spheres. Reflective practice and supervision appear to be key elements of a newly qualified social workers practice. All participants received supervision; for the majority supervision was focused on case discussions and the social workers decision making: Little place was given to reflection on practice this was seen as an activity that worker’s carried out on their own in their car following a home visit, or on the way home at the end of the working day. There was no clear model of reflective practice used. A further finding concerns the methodology IPA, particularly this researcher’s experience of bracketing and research journaling as part of the research process.

Every September, tens of thousands of students enter the world of higher education for the first time, and face numerous new challenges without their traditional support systems. The literature indicates that leisure involvement can work as an effective coping strategy, but little is known about how first-year students make decisions about their leisure. This study examined the factors affecting students’ involvement in two leisure coping strategies (planned breaks and avoidance) and two leisure contexts (structured and unstructured). Nine one-on-one interviews with first year students were conducted. Insights consistent with the reviewed literature include students’ social leisure choices, their personal background and behavioural factors, and the transitional issues they faced. A new factor to add to the existing literature is the connection between students’ leisure actions and their sense of self. Researchers and leisure service providers on university campuses should explore these insights further, to help with students’ transitions into university.

Every September, tens of thousands of students enter the world of higher education for the first time, and face numerous new challenges without their traditional support systems. The literature indicates that leisure involvement can work as an effective coping strategy, but little is known about how first-year students make decisions about their leisure. This study examined the factors affecting students’ involvement in two leisure coping strategies (planned breaks and avoidance) and two leisure contexts (structured and unstructured). Nine one-on-one interviews with first year students were conducted. Insights consistent with the reviewed literature include students’ social leisure choices, their personal background and behavioural factors, and the transitional issues they faced. A new factor to add to the existing literature is the connection between students’ leisure actions and their sense of self. Researchers and leisure service providers on university campuses should explore these insights further, to help with students’ transitions into university.

Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)

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There has been a movement across South Africa's education sector to widen access and participation in higher education (HE). Recognition of Prior Learning (RPL) programmes offer an opportunity to do so by providing access to HE to those who do not necessarily have the prerequisite requirements. There is still much to learn regarding RPL programmes and the unique needs and challenges of RPL students, as most of these programmes are still in the pilot stage. This study is specifically concerned with the transition of RPL students into postgraduate HE, as little research has been conducted on this topic. To gain a deeper understanding of RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Qualitative data was obtained through eight open-ended, in-depth interviews with RPL students enrolled in the programme. Using a thematic analysis approach, nine key themes were identified as possible mechanism that facilitated RPL students' successful transition into the postgraduate diploma and six themes that did not. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students' successful transition into a postgraduate diploma through technical preparation and building students' confidence in their abilities. Possible enablers and barriers to RPL students' successful transition were also identified and discussed. In short, the enablers included learner maturity, transference of prior knowledge and skills, social support, sense of belonging, access to effective resources and financial security. Conversely, the barriers included academic difficulties, under preparedness for the intensity of HE and time restrictions. The study had theoretical and practical implications in that it contributed to our understanding of RPL student transition to HE and provided suggestions for ways in which their successful transition can be facilitated

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The present thesis is an investigation into the impact and role of formal peer mentoring programmes as retention and enrichment strategies within UK Higher Education. Reviews of the literature highlighted several limitations within the empirical evidence for benefits of mentoring schemes. This thesis systematically evaluated the availability and impact of peer mentoring schemes within UK Higher Education. Firstly, a new measure of wellbeing was constructed and validated in student samples. A UK wide survey of 94 Universities supported the notion of increasing popularity of formal peer mentoring schemes and demonstrated the perceived benefits of peer mentoring as a retention strategy. Employing a theoretically driven longitudinal methodology a controlled comparison between first year students’ attending a UK university with a peer mentoring scheme versus a university without a peer mentoring scheme further substantiated the benefits of peer mentoring. Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave. The relationship between peer mentoring and intention to leave was mediated by integration in university as proposed by Jacobi (1991). In support of the ‘buffering’ hypothesis existence of peer mentors moderated the relationship between predicted changes in social support, affect and self esteem during the transition to university. Within the fourth research study of first year students at a Scottish university; attitudes towards the introduction of a peer mentoring scheme within a university without such a scheme was investigated. Results indicated a positive perception of mentoring, with no student stating that they would not seek advice from a peer mentor if one was available. Although individuals who were experiencing greater levels of stress and homesickness were more likely to indicate they would use a peer mentor demographic variables did not differentiate between individuals who wanted peer mentors and those who felt less need. The most important attributes of a peer mentor for this sample of 158 first year students were commitment to the scheme and listening skills. Finally the impact of formal peer mentoring schemes within Higher Education was assessed from the perspective of the mentor, employing a qualitative (focus group) methodology at a university with an established peer mentoring scheme. Multiple benefits were indicated including personal, emotional, and academic advantages of becoming a mentor. All of the mentors within this study highlighted numerous motives for becoming a mentor although most important was their own previous experience (negative and positive) of the peer mentoring scheme. The results of each study are discussed in line with previous literature, limitations of the research and suggestions for future research. This thesis concludes that formal peer mentoring schemes can have a positive impact on the mentees, mentors and institutions involved and specifies nine recommendations for policy and practice.

Thesis advisor: Hans de Wit / Thesis advisor: Gerardo L. Blanco / Today’s global knowledge economy has become complex, dynamic, and competitive. In this environment, the talented workforce is increasingly diverse, educated, and mobile. International talents tend to migrate to anglophone countries and contribute to technological innovation, scientific discoveries, and economic growth. The largest international student population in the top destination countries comes from Asia. At the same time, research has shown that Asian international students reported lower satisfaction and higher adjustment challenges due to linguistic and cultural barriers, negatively impacting their learning and living experiences. This dissertation aims to understand and explain the transnational transition process through a subset of the Asian international student population. Thirty-five current university student interviewees are purposefully selected. They are graduates of the “International Baccalaureate Diploma Programme,” a rigorous education pathway program popular in Asia for families to prepare their children for Western higher education. Asian International Baccalaureate (IB) alums, who received education in linguistically and culturally diverse settings, offered more nuanced and complex answers to what traditional literature has indicated about international student transitions and experiences. A Successful International University Transition Model is generated from the grounded theory analysis. This model illustrates the causal and intervening conditions that impact international transitions, with the central tasks of being a university student and becoming an adult. Further, the results are discussed with Bourdieu’s concepts of habitus/practice to explain the heterogeneity in the process amongst the diverse international student population. Lastly, recommendations to stakeholders suggest ways to support globally mobile young adults in their transition and development journey. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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