Higher Education Transitions

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