1. Christine Hardy, Colin Bryson and Len Hand
EFYE Conference Settled in well socially but just getting by academically : social and academic transition to university at the end of the first year.
Christine Hardy, Colin Bryson and Len Hand

2. Focus
Academic and social integration of individual students in first year
Presented in 2008 on their expectations and how that matched experience
Also looking at the extent of their transition and how much they have ‘moved on
Engagement is our main conceptual framework
EFYE conference, April 2009

3. Conceptions of engagement
USA – NSSE
Australian perspectives
Alienation (Mann, 2001)
Belonging (Kember et al, 2001)
Social and academic integration (Tinto, 1993: 2006)
EFYE conference, April 2009

4. Our take on engagement
Engagement is a concept which encompasses the perceptions, expectations and experience of being a student and the construction of being a student in HE. (Bryson and Hand, 2007)
Engagement underpins learning and is the glue that binds it together – both located in being and becoming (Fromm, 1978)
Strong link to intellectual development (Perry, 1970/1999: Baxter Magolda, 1992)
EFYE conference, April 2009

5. The latest research
A longitudinal study of students throughout their degrees – 3 interviews in first year – presented today
Examining engagement, expectations, transitions and intellectual development
Emphasis on context and changing perspective – focus on the individual (Haggis, 2004)
As well as trying out practices and policies…transition projects etc.
EFYE conference, April 2009

6. The individual cases
EFYE conference, April 2009

7. Social dimensions Key influences on social integration
friendship networks and desire to ‘fit in’
opportunities for socialising
social engagement and identity
independent living
social learning/learning communities
EFYE conference, April 2009

8. Expectations of friendships and desire to ‘fit in’
I am frightened of the fact that everybody on my course will be new - I suppose everyone is in the same boat. Nobody knows anybody [Keith]
all students apprehensive
wanted to make new friends and keep in touch with old ones
most students knew someone in Nottingham
EFYE conference, April 2009

9. Opportunities for socialising
Prior to starting at university
Fresher’s Week
I mean Freshers were incredibly helpful to be honest. They’ve told me … every question I’ve asked they’ve answered or passed me onto someone who could answer it [Martin]
Student Union
Social networking
EFYE conference, April 2009

10. Social engagement and identity
Made a wide group of friends
… the difference from high school is that you don’t really have one or two best friends, … you know people from all over the place so basically wherever you go you see someone that you know … [Kevin]
distractions
establishing friendship groups
moving in with friends next year
EFYE conference, April 2009

11. Independent living wanted to be independent and move away from home
Well, I wanted to move away so that ruled out all universities within an hours reach sort of … [Martin]
wanted to be independent and move away from home
anxiety coming back to university following a holiday
by end of year had become independent… you’re more independent in both living at home and also in your work as well … setting own targets … you learn to adjust and it becomes a daily routine [Kevin]
role conflict between home and university
EFYE conference, April 2009

12. Social learning/learning communities
More frequently students interact with peers in educationally purposive ways the more likely they are to engage with their learning
opportunities for peer learning: seminars and groupwork both assessed and non assessed.
Informal social learning
EFYE conference, April 2009

13. Academic dimensions
Key influences on engagement (Bryson and Hand, 2007)
Student expectations and perceptions
Balances between challenge and appropriate workload
Degrees of choice, autonomy, risk, and opportunities for growth and enjoyment
Trust relationships
Communication and discourse
EFYE conference, April 2009

14. Academic expectations
So I don’t want any expectations really, I don’t want to think I must do this and that … I don’t want to put any pressure on myself, I just want to let it happen, I think [Ryan]
Students ambitious and keen to do well
But very vague about academic issues – classes and assessment – different but not sure how
Intended to work really hard, do whatever was necessary
Appeared ready and willing to be engaged albeit with different dispositions to the subject…..
EFYE conference, April 2009

15. Academic expectations were not important!
I think as you mature as a person your expectations are always going to change, I think over the year I’ve become more focused on being content with where I am and that means things like being ahead with work and good friends, and it encompasses all of the university experience, so I don’t think I could place my expectations anymore. Because as long as, I’m content, if I’m doing badly in one thing but great in another. [Martin]
EFYE conference, April 2009

16. Workload and challenge
It’s a lot less than I expected [Martin]
…mind boggling [Ella]
Even though I study every day, I’m lacking time [Kelly]
The ‘getting by’ approach
Appropriate challenge was engaging for Keith and Ryan
EFYE conference, April 2009

17. L&T – autonomy, choice, fun etc
I’ve learnt that this is a safe environment to work in and that you can make mistakes. [Ryan] the studio
Integrated project – Ella
Study groups – Keith
Perceived low levels of autonomy (more on self-reliance outside the classroom)
Affinity to subject matters
EFYE conference, April 2009

18. Relationships - peers Diverse!
Lots of collaborative study and interaction
But also alienation through groupwork dynamics, intimidatory atmosphere in some seminars and anti-intellectualism in one case
EFYE conference, April 2009

19. Relationships and discourse - staff
I find that I learn much better when I connect with the tutor on a personal basis [but 1 to 1] just doesn’t happen. [Kevin]
Conversation by only….so on good terms but distant (much less than school).
Feedback is inadequate for purpose.
Not sufficient for trust and understanding, far less discourse
EFYE conference, April 2009

20. Integration and engagement – moving on?
On some levels students appear to be fairly engaged – e.g. high attendance, attainment - and socially integrated, e.g. made new friends - ‘become a student’
But only in two cases is intellectual development occurring – Keith and Ryan – others have merely got by, if that…
Trust relations with staff are weak…
EFYE conference, April 2009

21. Discussion questions (for students and staff)
What is the first year for – what extent of transition should we expect and by when?
How do we address the staff – student distance issue?
Should we and how do we enhance engagement at all levels in the continuum?
EFYE conference, April 2009