Houston Lowe’s research while affiliated with University of Ulster and other places

A pilot survey of science students conducted by Cook & Leckey confirmed that student study habits formed in secondary school persist to the end of the first semester of university life. Such a conclusion indicates that students are not bridging the gap between school and university quickly and effectively. The study reported here is based on surveys of first year students across the University of Ulster and compares their prior perceptions with their experiences after one term. We consider the literature relating to preparedness and student retention and present the results of these surveys in this broad context. Most students appear to have managed the transition into university life success fully since they do not experience the academic, personal and practical difficulties they expected. There is, however, a considerable minority (20-30%) who consistently experience academic and personal problems and for whom coming to university has been a negative experience. These students are at risk, if not from drop-out, then from under-performance and lack of fulfilment.

Students enter University from a variety of backgrounds and undergo a process of transition into University life. A theoretical framework describing the integration of incoming students into the academic and social systems of the university during this transition is discussed. Practical problems faced by new students arise not only from academic and social issues but also from their background characteristics. Those strategies designed to deal sympathetically with new students in Australia and North America as well as in the UK are outlined. Finally the results of a survey of induction processes in the University of Ulster is presented as an exemplar of general practice in the UK and compared with aspects of induction (orientation) which have been shown to be effective elsewhere. It is concluded that policy is best directed at emphasising those general factors that are successful in encouraging students to stay rather than only attempting to solve the problems of individual students.