Improving transition to higher education by developing students’ academic self-concept

The generation of learners affected by the COVID-19 pandemic and associated restrictions has experienced educational inequalities which have impacted upon students’ preparedness for study and increased the risk of them not making a success of their time at university.

In this study, focusing on the experiences of foundation year students, I review the literature on transition and the emerging evidence of the impact of the COVID-19 pandemic on transition, as well as some of the specific issues affecting foundation year students.

The key findings of the review were:
• Students studying on a foundation year are more likely to be disadvantaged and are
more likely than their peers to have a reduced academic self-concept, subsequently being more at risk of underperforming or not progressing.
• Transition activities should be student-centred and provide informal opportunities for relationship building.

An intervention based on the review was devised and implemented, providing structured informal opportunities for students to interact with one-another and with academic staff. A small-scale study indicated that carefully planned transition activities and the creation of opportunities for frequent informal contact with academic staff may help develop students’ academic self-concept and mitigate against these increased risks by creating opportunities for peer-supported learning, the development of effective study habits and by helping students develop a sense of belonging.