Repository logo
 

“I didn’t realise how important that (workshop) was”: The Significance of a Transition Pedagogy in Connecting High School and University Academic Literacy Skills

Files

Dissertation(1.1 MB)

Date

2025

Authors

Supervisor

Maurice-Takerei, Lisa

Item type

Dissertation

Degree name

Master of Education

Journal Title

Journal ISSN

Volume Title

Publisher

Auckland University of Technology

Abstract

This study investigates the academic transition from high school to university. Findings reveal that students often enter university with misconceptions about the expectations of learning, teaching and the academic environment. Institutions expect active, often expert participation from students. However, due to diverse schooling experiences and a wide range of backgrounds, first-year student at ‘universities of opportunity’ present with varying competencies and skills in academic literacies. Incoming students and lecturers must adjust their expectations and consolidate the interim literacies that are bought across from high school. This adaptation requires time, support and development of attributes. The findings from this small qualitative study, which focused on the academic transition experiences of five first-year students enrolled in the same faculty, highlight the varying levels of preparedness for university. Data were collected through semi-structured interviews, providing insight into students’ perceptions and challenges. Participants reported that they were surprised at the level of reading required, implying a significant need to develop associated reading, research and referencing skills. Modifying writing to adhere to institutional and disciplinary academic conventions and style is another challenge outlined by participants. Early preparation and support in self-regulated learning strategies, such as understanding and responding to formative feedback and access to examples of quality work are essential in helping novice students navigate study in a new learning culture. To ensure students acquire the relevant skills and knowledge, literacy development could be more effective if it is discipline-specific rather than generic with a focus on ‘becoming’ a student. The findings also emphasize the need to address literacy development in the context of the increasing digitalisation of education and emergence of generative artificial intelligence. The formulation of an institutional transition pedagogy inclusive of multiple transitions and dynamic academic literacies students encounter may be of benefit to new university students. A more coordinated, consistent approach to academic transitions by institutions could ensure wider outreach, improved retention and better prepared students who can better navigate their educational journeys.

Description

Keywords

Source

DOI

Publisher's version

Rights statement

Permanent link

http://hdl.handle.net/10292/19541

Collections

Masters Dissertations