Higher Education Transitions

In the current era where lifelong learning is brought to the fore, higher education can no longer be regarded as an isolated trajectory within one's educational career as many students face substantial challenges in crafting their professional future. More specifically, the transition from school to higher education and continuing to the labour market are often a difficult hurdles for many students. Almost half of students do not succeed in the first year and often withdraw from education, students are faced with a variety of contexts and may choose to study in a different (international) context, and they are then confronted with structural barriers in finding a (high-quality) job, as evidenced by increasing levels of youth unemployment and underemployment. Higher Education Transitions aims to deepen our understanding of the transitions taking place when students enter, progress and leave higher education to enter the labour market. Drawing on an international team of contributors, this guide includes three conceptual and fifteen empirical studies which include a range of quantitative, qualitative, cross-sectional and longitudinal studies. Divided into three sections to reflect each important transition phase, topics include: - transitions from secondary to higher education; - transitions within higher education; - transitions from higher education to the labour market. By considering transitions across different phases as a broad and interrelated process, this guide will be essential reading for higher education researchers, policy stakeholders and all those interested in the transitions into higher education and the labour market.

Eva Kyndt is an assistant professor at the Research Group of Occupational and Organisational Psychology and Professional Learning at KU Leuven - University of Leuven, Belgium. Vincent Donche is an associate professor at the Faculty of Social Sciences, Department of Training and Education Sciences at the University of Antwerp, Belgium. Keith Trigwell is a professor of higher education at the University of Sydney, Australia. Sari Lindblom-Ylänne is a professor of higher education at the University of Helsinki, Finland.

List of Contributors Preface - Investigating Transitions to higher education: A conceptual framework - Fear of Academic Failure as a Self-Fulfilling Prophecy - Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes - Transition to an international degree programme: Preparedness, first-year experiences and success of students of different nationalities - Study success in science bachelor programmes: predictive value of secondary school grades - 'Cutting Rough Diamonds': The transition experiences First Generation Students in Higher Education Section 2: Transitions within higher education - Transitions within university: Concepts and cases - Student engagement and the transition from the first to second year in higher education - The development of learning strategies in higher education: impact of gender and prior education - Insights into the experienced stress and self-regulation of learning of veterinary students in educational transition phases - Who succeeds at the university and how much time does it take? A longitudinal analysis at the University of Antwerp (Belgium) - Learning journeys and Master's literacies: Chinese first-degree students' transitions to postgraduate studies in the UK Section 3: Transitions from higher education to the labour market - Transition from higher education to the labour market: State of the art - The labour market's requirements profiles for higher education graduates - The transition from university to working life - An exploration of graduates' perceptions of their academic competences - How higher education may contribute to the development of graduates' generic competences - Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses - Assessment of competences in knowledge work and object-bound collaboration during higher education courses Conclusion

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