Secondary students' expectations on transition to higher education
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Date
2021
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Abstract
Background: The transition of high school students to higher education can be an overwhelming experience which may impact on academic outcomes. Despite increases in access, course completion rates remain problematic in Chile. Students' expectations of higher education can play an important role in their decision-making, especially in terms of choices made about programme and institution.
Purpose: The purpose of this study was to better understand Chilean high school students' expectations of the benefits and costs involved in the transition process from secondary to postsecondary education. Also, it aimed to examine the factors that influence those expectations.
Method: We used a qualitative design to collect information from 76 university-tracked high-school seniors through nine focus groups. All focus group data were double coded using a directed content analysis approach.
Findings: The analysis indicated that students mentioned expectations of non-monetary benefits frequently, and in all focus groups. Though monetary benefits were not referred to directly, students identified them implicitly through non-monetary benefits. Expectations about costs were mentioned less often than were benefits.
Conclusions: Our study highlights that the construction of expectations appeared chiefly influenced by the information obtained through family and peers. The findings from this study should help focus institutional and educational policymakers' efforts in supporting the decision-making process of students transitioning to higher education.
Purpose: The purpose of this study was to better understand Chilean high school students' expectations of the benefits and costs involved in the transition process from secondary to postsecondary education. Also, it aimed to examine the factors that influence those expectations.
Method: We used a qualitative design to collect information from 76 university-tracked high-school seniors through nine focus groups. All focus group data were double coded using a directed content analysis approach.
Findings: The analysis indicated that students mentioned expectations of non-monetary benefits frequently, and in all focus groups. Though monetary benefits were not referred to directly, students identified them implicitly through non-monetary benefits. Expectations about costs were mentioned less often than were benefits.
Conclusions: Our study highlights that the construction of expectations appeared chiefly influenced by the information obtained through family and peers. The findings from this study should help focus institutional and educational policymakers' efforts in supporting the decision-making process of students transitioning to higher education.
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Keywords
Student transition, higher education, student expectations, non-monetary benefits, student perspective, access