Researching the First Year Experience: Where to from here?

By C. Mcinnis. 2001

300 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/be88b358b3fa8ed58d13d38b2542f9a4c4766eaa

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In Education

In General Health Professions

In Public Health, Environmental and Occupational Health

Citations in the corpus

Transitions in higher education (2010, background): “The transition from school into higher education has received the most attention (McInnis, 2001; Pitkethley & Prosser, 2001; Tinto, 1975, 1987; Yorke, 2000) and successful programmes have been designed to familiarise students with the university, develop their sense of purpose and direction,…”
Listening to student voices: student researchers exploring undergraduate experiences of university transition (2012, background): “The first year is undoubtedly crucial, and students are particularly vulnerable to early withdrawals during this period (McInnis 2001).”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “This is all the more surprising as the potential of longitudinal inquiries for exploring the first year experience (McInnis, 2001), and the role of motivation in students’”
Staying the distance: students’ perceptions of enablers of transition to higher education (2014, background): “Lack of preparedness is particularly pertinent as unprepared students place a significant demand on the diminishing resources available at universities (McInnis, 2001).”
Understanding student learning in context: relationships between university students’ social identity, approaches to learning, and academic performance (2011, methodology): “In addition, the ‘Learning community scale’ from the Course Experience Questionnaire (McInnis 2001) was administered to further explore participants’ perceptions of their learning as a social experience and the overall quality of their engagement with the university.”
How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement (2010, background): “For example, McInnis ( 2001 ) saw engagement as a combination of intellectual application, diligence, and participation in the learning community, underpinned by a sense of purpose.”
First year expectations and experiences: student and teacher perspectives (2009, background): “Indeed, as McInnis (2001) states, ‘‘first year is a priority since it is now recognised that attrition is costly for both individuals and universities’’.”
Scaffolding students' transition to higher education: parallel introductory courses for students and teachers (2008, background): “In this process both internal factors such as the learning environment and external factors such as students’ personal life are crucial (McInnis 2001; Harrison 2006).”
Signs of Disengagement? The Changing Undergraduate Experience in Australian Universities. Inaugural Professorial Lecture. (2001, background): “…that simply ignores the new realities of student choices, flexible delivery, the pressure to respond to student markets in the face of the decline in government funding, and the emergence of competition from diverse, well-resourced and highly creative alternative providers (McInnis, 2001).”
Factors influencing success in first-year accounting at a South African university: A comparison between lecturers’ assumptions and students’ perceptions (2009, background): “A number of research initiatives have identified and/or addressed the problems associated with the first-year experience (Chansarkar & Michaeloudis, 2001; Fenzel, 2001; Flisher, De Beer & Bokhorst, 2002; Kidwell, 2005; Mäkinen, Olkinuora & Lonka, 2004; McInnis, 2001; Pitkethly & Prosser, 2001).”
The first semester of university life; ‘will I be able to manage it at all?’ (2011, background): “As well as becoming familiar with their discipline areas, they are becoming university students and are ‘active participants’ in this socialisation process (McInnis 2001, 108).”
A study of accounting students' motives, expectations and preparedness for higher education (2005, background): “It is at this time that students are most likely to encounter academic failure and are most at risk with respect to a range of potential social, emotional, health and financial problems (McInnis, 2001).”
Relationship Between Adjustment and Support Types: Young and Mature-aged Local and International First Year University Students (2007, background): “to enhance student involvement from the earliest stages of first year ( McInnis 2001 ).”
Assessing the Effectiveness of a College Freshman Seminar Using Propensity Score Adjustments (2011, background): “Educational researchers, responding to administrator and faculty concerns that many students were not adjusting to academic settings, have designed programs aimed to reduce attrition and poor academic performance (Barefoot 2000; McInnis 2001).”