The University of Southampton
University of Southampton Institutional Repository

First-generation student transition to university: an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia

First-generation student transition to university: an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia
First-generation student transition to university: an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia
Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.
University of Southampton
Mydin Kutty, Faridah
e9fcabe0-8c8f-4fed-99d7-4db880082a93
Mydin Kutty, Faridah
e9fcabe0-8c8f-4fed-99d7-4db880082a93
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39

Mydin Kutty, Faridah (2014) First-generation student transition to university: an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia. University of Southampton, Southampton Education School, Doctoral Thesis, 315pp.

Record type: Thesis (Doctoral)

Abstract

Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.

PDF
__soton.ac.uk_ude_personalfiles_users_al4_mydesktop_Faridah's Thesis 200214 New (1).pdf - Other
Download (2MB)

More information

Published date: May 2014
Organisations: University of Southampton, Southampton Education School

Identifiers

Local EPrints ID: 364628
URI: http://eprints.soton.ac.uk/id/eprint/364628
PURE UUID: 72ebd4d0-f39e-43b2-a2bc-67c2f674f618

Catalogue record

Date deposited: 02 Jun 2014 10:29
Last modified: 18 Jul 2017 02:30

Export record

Contributors

Author: Faridah Mydin Kutty
Thesis advisor: Martin Dyke

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×