Journal of Further and Higher Education 

About: Journal of Further and Higher Education is an academic journal published by Routledge. The journal publishes majorly in the area(s): Higher education & Further education. It has an ISSN identifier of 0309-877X. Over the lifetime, 1808 publications have been published receiving 30507 citations.

Mind the Gap: Are students prepared for higher education?

Abstract: A pilot survey of science students conducted by Cook & Leckey confirmed that student study habits formed in secondary school persist to the end of the first semester of university life. Such a conclusion indicates that students are not bridging the gap between school and university quickly and effectively. The study reported here is based on surveys of first year students across the University of Ulster and compares their prior perceptions with their experiences after one term. We consider the literature relating to preparedness and student retention and present the results of these surveys in this broad context. Most students appear to have managed the transition into university life success fully since they do not experience the academic, personal and practical difficulties they expected. There is, however, a considerable minority (20-30%) who consistently experience academic and personal problems and for whom coming to university has been a negative experience. These students are at risk, if not from d...

Stress and the higher education student: a critical review of the literature

Abstract: The available research indicates that the prevalence of stress is increasing among students studying in higher education. Issues such as student retention and student progression are becoming increasingly important for all universities. There are a significant number of studies that have examined stress and this paper critically reviews that research and identifies several issues that as yet have not been explored. The paper also highlights a number of key weaknesses in the current literature base. In previous studies there has been a focus on a quantitative approach, and research studies have been restricted to using as subjects individuals from a narrow range of disciplines. It is also suggested that there is a need to undertake longitudinal research to investigate individuals' stress experiences during the period they study at university.

E‐assessment by design: using multiple‐choice tests to good effect

Abstract: Over the last decade, larger student numbers, reduced resources and increasing use of new technologies have led to the increased use of multiple‐choice questions (MCQs) as a method of assessment in higher education courses. This paper identifies some limitations associated with MCQs from a pedagogical standpoint. It then provides an assessment framework and a set of feedback principles that, if implemented, would support the development of learner self‐regulation. The different uses of MCQs are then mapped out in relation to this framework using case studies of assessment practice drawn from published research. This analysis shows the different ways in which MCQs can be used to support the development of learner self‐regulation. The framework and principles are offered as a way of helping teachers design the use of MCQs in their courses and of evaluating their effectiveness in supporting the development of learner autonomy. A key message from this analysis is that the power of MCQs (to enhance learning) i...

Determinants of Undergraduate Student Drop Out Rates in a University Business Studies Department

Abstract: A model intended to explain students' decisions to withdraw from their degree courses in the Business Studies Department of a 'new' university was developed and tested. It emerged that financial hardship exerted a powerful influence on the stay/quit decision and significantly moderated the impacts on the decision to leave of: (i) academic performance, and (ii) the student's level of commitment to his/her programme. Individual self-esteem played a crucial role in encouraging or discouraging withdrawal when a person experienced low grades or substantial financial problems. The determinants of academic performance, student motivation, satisfaction and commitment were explored.

Bridging the Gap: Supporting Student Transitions into Higher Education.

Abstract: This research focused on the early experience of students entering an undergraduate course in a post‐1992 university that is committed to widening participation. Using Bourdieu’s concept of cultural capital and habitus as a theoretical framework, data were collected from students using an online questionnaire and small‐group discussions during the critical first days and weeks when they need to fit in to their new environment. The research was designed to consider whether there is a ‘new student’ in higher education (HE) and to consider the possible influence of cultural capital and habitus on a student’s transition. Data were collected using an online questionnaire with a response rate of 52% (n=180), and this was followed up with five small‐group discussions with 25 of the respondents. Participants self‐selected to take part in the small‐group discussions but the sample did reflect the cohort in relation to ethnicity, age and gender. The data collected from the questionnaire provided a snapshot of the s...