Affiliation:
1. Napier University, UK,
Abstract
While the most common type of student entering higher education falls within the 17—19-year-old age group, universities in the UK are keen to accept other categories of students onto programmes as a means of increasing diversity and maintaining student numbers in the latter portion of a programme. One such category is those students who enter a programme directly into the second or third year through informal articulation agreements between institutions and the recognition and granting of credit for previous studies or experience. This article examines the expectations of a cohort of students entering directly into the second and third year of an undergraduate degree in the business school of a Scottish university. This study identified a range of learning, personal and working issues amongst this group of students. Academic concerns included the ability to cope with a higher academic level, time management, assessments and study skills. Personal issues focused on coping with existing responsibilities and achieving an appropriate work/life balance. This article identifies the need to develop such students' academic self-confidence in the early stages of their time at university and indicates that this group of students has specific needs and requires additional institutional support.
Reference36 articles.
1. Banning, J. (1989) `Impact of College Environments on Freshman Students' , in M. Upcraft and J. Gardner (eds) The Freshmen Year Experience: Helping Students to Survive and Succeed in College, pp. 53-63. San Francisco, CA: Jossey-Bass.
2. Risk, identity and change: Becoming a mature student
3. The impact of part time employment on students' health and academic performance: a Scottish perspective
Cited by
22 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献