‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention

• Published in: Higher education Vol. 85; no. 5; pp. 1125 - 1141
• Main Authors: Williams, Helen, Roberts, Nicola
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.05.2023; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Attrition (Research Studies); Career planning; College dropouts; College Environment; College Freshmen; College students; Colleges & universities; Criminology; Dropout Characteristics; Dropout Prevention; Dropout Research; Dropping out; Education; Evaluation; Exit interviews; Focus Groups; Higher Education; Identification (Psychology); Individual Characteristics; Institutional Role; Interviews; Learner Engagement; Occupational Aspiration; Outcomes of Education; Pregnancy; Professional Identity; Psychological Patterns; School Holding Power; Social aspects; Social Integration; Social Structure; Social Support Groups; Student Adjustment; Student Attrition; Student Experience; Student Interests; Student Motivation; Student retention; Student Satisfaction; Student Surveys; Undergraduate students; United Kingdom; Transition; Retention; Awkwardness; Undergraduate; Criminology
• ISSN: 0018-1560; 1573-174X
• DOI: 10.1007/s10734-022-00881-1

New first-year students are vulnerable to dropping out of university because the transition into higher education (HE) is difficult to navigate. Using thematic analysis, we analysed focus groups/interview, exit interviews and qualitative survey data with university students during their first year as criminology undergraduates to explore how they transitioned into HE. Findings show that the transition to a new identity of ‘university student’ was hampered by feelings of awkwardness, which prevented students from fully integrating into student life. However, the subject of criminology was a protective factor because interest in the topic and wanting a degree for betterment, including for future career plans, buffered students against dropping out. We argue that subject-specific interventions may be better in supporting the retention of students and that addressing physical, social and academic awkwardness is key.