Evaluation of the student adaptation programme in respect to study quality

Abstract

Successful adaptation of the newly admitted students in a higher school is treated as one of the prerequisites for further high–quality studies. Within this context, the question arises, which further study quality problems reveals the first-year student adaptation programme, and what are its improvement possibilities. The paper aims to present recommendations or improvement of adaptation programme by presenting and comparing student assessment results of the adaptation programme events; revealing advantages and disadvantages of the institutional and the academic adjustment. In autumn, 2014, a survey of 404 first-year students was conducted at Aleksandras Stulginskis University. The institutional adaptation was evaluated more positively than the academic: more students took part in meetings with the University and faculties representatives than in educational sessions; their positive approach towards the introductory week events was related to the subcategories of the institutional adaptation. The advantages of the introductory week were associated with the institutional adaptation, while the disadvantages with the academic adaptation. However, the academic adjustment is critical: it may lead to further student satisfaction or dissatisfaction with academic life. The recommendations are related to the organizational aspects of the adaptation programme as well as to lecturers professional development (communication, evaluation, provision of feedback skills, better knowledge of student issues).