A Framework for Transition: Supporting 'Learning to Learn' in Higher Education

• Published in: Higher education quarterly Vol. 61; no. 3; pp. 391 - 405
• Main Author: Wingate, Ursula
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.07.2007; Blackwell Publishing
• Subjects: Academic achievement; College faculty; College Students; Educational Change; Educational Development; Educational Policy; Higher Education; Incentives; Learning; Learning Processes; Learning Strategies; Policy making; School Orientation; Teacher Effectiveness; Teacher Persistence; Teachers; Teaching; Teaching Methods
• ISSN: 0951-5224; 1468-2273
• DOI: 10.1111/j.1468-2273.2007.00361.x

In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject‐specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning.