The transition to higher education will typically be noticeably different for mature students (students with families, or spouses), first-generation students, and students that come from ethnic minority backgrounds with an underrepresented portion in the existing student population. 

Ohio State University, Columbus

Incoming students to higher education institutions often have false expectations of university life. These false expectations make the transition difficult for incoming students, and may result in delays in academic achievement. Staff and instructors also have beliefs and expectations that don’t align with the beliefs and expectations of their students, resulting in some dissonance. 

Expectation Issues Students & Instructors Face When Transferring to Universities or Colleges, or Receiving Transferring Students

Hassel, S., & Ridout, N. (2018, January 26). An investigation of first-year students' and lecturers' expectations of University Education. Frontiers. Retrieved August 1, 2022, from https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02218/full 

An Investigation of First-Year Students' and Lecturers' Expectations of University Education

Incoming students usually aren’t prepared for the workload of higher education, and overestimate the amount of contact they’ll have with their instructors and other staff. There are also unrealistic beliefs about class size, and how much of a personal relationship they’ll get with their instructors. The switch from highly controlled, teacher-driven classes in K-12 schooling to being independent for their own learning, is often thought of to be the biggest challenge for incoming students.

Common Misconceptions Students Have About College/University

Students with Higher Probability for being Impacted by Higher Education Changes

Instructors expect student to be fully independent learners by the time they’ve enrolled in college, although their previous schools haven’t truly set them up for that independence. Staff considers “independent study” and self “critical evaluations” as key components to success in their courses. Instructors and students actually see eye-to-eye on most issues except what factors contribute to academic failure. 

Learn Before

Related