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Exploratory study of the obstacles to university transition according to the experiences of French and Belgian students.
Exploratory study of the obstacles to university transition according to the experiences of French and Belgian students.
- Source :
- Revue Education et Socialisation; 2020, Issue 58, p82-94, 13p, 1 Chart
- Publication Year :
- 2020
-
Abstract
- The university transition is a period punctuated by challenges that the student will have to be able to meet in order to adapt to his new environment. While the concrete analysis of the obstacles to the transition remains too little developed in the scientific literature; With most studies focusing on student-centered determinants, academic transition is generally viewed as a universal and invariant process across countries and institutions. Nevertheless, national and institutional particularities suggest that the transition contexts would be specific and would not always involve exactly the same adaptation challenges. In order to meet these limits, this article proposes to carry out an exploratory comparison of the experiences of students between a French university and a Belgian university and to study the characteristics of the two contexts which stand out with regard to the obstacles perceived by the students during their university transition. The analyzes show similarities but also important differences such as a greater perception of obstacles for women of a low socio-economic level in the Belgian case and greater differences between the sectors of study in the case of Belgium. French. The discussion proposed at the end of the article is enriched by a presentation of future perspectives to advance the debate on the impact of the diversity of contexts in higher education. The analyzes show similarities but also important differences such as a greater perception of obstacles for women of a low socio-economic level in the Belgian case and greater differences between the sectors of study in the case of Belgium. French. The discussion proposed at the end of the article is enriched by a presentation of future perspectives to advance the debate on the impact of the diversity of contexts in higher education. The analyzes show similarities but also important differences such as a greater perception of obstacles for women of a low socio-economic level in the Belgian case and greater differences between the sectors of study in the case of Belgium. French. The discussion proposed at the end of the article is enriched by a presentation of future perspectives to advance the debate on the impact of the diversity of contexts in higher education. Transition to Higher Education constitutes a challenging adjustment step for students that deserves major investigation. Yet, the transition obstacles are still overlooked. Most of international studies focused on individual predictors of adjustment and consider transition to Higher Education as a universal and invariant process. However, contextual characteristics of educational environment should be considered because they don't imply the same requirements for adjustment. In order to address this limitation, this paper realized an exploratory comparison of first year student experience between a French and a Belgian university. The results highlighted similarities and important changes in student's experience. For example, girls from underprivileged background tend to express more difficulties in Belgium and more important program differences were observed in France. The discussion and future perspective proposes new rationales to address context diversity in Higher Education. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 22716092
- Issue :
- 58
- Database :
- Complementary Index
- Journal :
- Revue Education et Socialisation
- Publication Type :
- Academic Journal
- Accession number :
- 147962627
- Full Text :
- https://doi.org/10.4000/edso.13276