Transitions between school contexts, such as the transition from secondary education to university, bring with them a whole new world. It is all about new friendships, a different relationship with teachers and learning to deal with more responsibility and independence. "I find that process of change interesting," Petrie mentions. "It offers a lot of opportunities, but also some challenges."
"It can be quite difficult for students to make new friendships and find people with whom they get along and who share the same values and norms. The relationship with teachers is often different from what students were used to. They sometimes experience a gap that makes it difficult to ask questions, for example. In addition, they have to learn to deal with the way of learning at the university, the regulation of their study and a growing personal responsibility."
The phases of the transition
According to transition theories, you can divide the transition into four phases, Petrie explains. "The preparation phase is all about the knowledge, skills and expectations with which you enter university. The second phase, the introductory phase, consists of the first experiences at the university. This is often turbulent, because everything is new. This is followed by the adaptation phase. As a student, you are increasingly finding your way. You have then had your first exam week. You also know if your current approach is working or if you need to change something to pass your studies. The last phase is about stabilization, where you know what is expected of you and which approach works." Not every student goes through these phases at an equal speed or in the same way.
Petrie sees the Personal and Professional Development (PPD) learning trajectory as an excellent opportunity to put reflection on the transition to the university even more firmly on the map. "It is good to build in moments for students in PPD to reflect on: 'where am I now in that transition and what do I need to feel good at the university?'."
The influx is diverse
Students enter the university via different routes. For example, directly from pre-university education, via higher professional education or from abroad. Petrie emphasizes: "There is also a lot of diversity among students who come in here with their pre-university diploma. This variation is not only in the substantive knowledge, but also in academic skills, such as reading texts critically and coming up with a research question."
In addition, the 'know-how' that students have from the ins and outs of the university differs. "That 'know-how' is often greater if students have a parent, brother or sister who has also studied at university. The home context can also differ more or less from the context at the university. Think of certain language use or the idea that it is normal to argue your opinion."
As a lecturer, it is especially important to realise that there are a lot of unwritten rules and implicit expectations in our education. For example, what do you expect from students in their communication with you? How do you want them to behave during a working group? "It helps every student if you clarify these expectations," says Petrie. "For example, is it okay to ask for extra help? Can students freely express their opinion?"
Clarifying expectations is also important for self-efficacy, the idea that you can handle the study. This is an important factor. Research shows that students who have more confidence in themselves are better able to participate in the programme.
Strengthening a sense of belonging with the university
The social-emotional well-being of students is an important predictor of their performance. "We conducted research into the sense of belonging that students experience in their first year at university. This shows that it is very diverse what they mean by that," Petrie mentions.
"For some students, it is enough to have friends in the programme. Others find this less important and, for example, attach more value to bonding with their field and future profession. Still others mention personal development. They feel connected when the university is a place where they develop as a person and grow in their independence."
Education at the university is sometimes large-scale. This makes it complicated to build a personal relationship with students. That is why Petrie argues for using smaller-scale education, such as tutorials, to increase students' sense of belonging.
"Build a relationship with students! Make space to really get to know the students in front of you, and so that students can also get to know each other. Give trust and make them feel seen. Sometimes it's in small things, such as knowing names or having conversations about their choice of study. During a round of introductions, you can also ask questions such as 'why are you here?' and 'with what experiences and ambitions did you come in?'. This creates common ground between students. As a teacher, you are not only there to convey content, but also to offer these kinds of richer experiences. Especially in a first year!"