Mind the Gap: Are students prepared for higher education?

By H. Lowe, A. Cook. 2003

619 citations recorded by the source corpus.

Subfields: Education, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/ecea70d32edca37422e6f1a6093d1ad8d02f41b9

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In Public Health, Environmental and Occupational Health

Citations in the corpus

A structural model of student well-being (2014, background): “There should also be follow-ups to these interventions during the year, in order to identify ‘at-risk’ students for timely remedial measures (Lowe & Cook, 2003).”
The first semester of university life; ‘will I be able to manage it at all?’ (2011, methodology): “These students had a view of university education as involving personal as well as academic development and 70% of students surveyed rated ‘Going to university seemed like the natural thing to do’ as either very important or important (see also Lowe and Cook 2003, 58).”
Developing alternative frameworks for exploring intercultural learning: a critique of Hofstede's cultural difference model (2009, background): “Similarly, Lowe and Cook ( 2003 ) report on first-year home students not having realistic expectations of teaching styles and study skills in their first year at university and experiencing a phase of transition.”
Bridging the gap: supporting student transitions into higher education (2010, background): “This area of research is important because a number of students who enter university do not have a positive experience when they start (Lowe and Cook 2003 ).”
The key to successful achievement as an undergraduate student: confidence and realistic expectations? (2013, background): “Previous work has suggested that students with unrealistic expectations about the nature of teaching and learning in higher education are more likely to withdraw from their undergraduate degree (Charlton, Barrow, and Hornby-Atkinson 2006 ; Lowe and Cook 2003 ; Yorke 2002 ).”
Factors influencing success in first-year accounting at a South African university: A comparison between lecturers’ assumptions and students’ perceptions (2009, background): “The changed and increasingly diversified student populations in higher education across the world (Cross, 2004; Lowe & Cook, 2003; Murdoch, 2002) amplify the need for Accounting lecturers to take note of their students’ assumptions, motives, intentions, and previous knowledge that may influence…”
Why students drop out CS1 course? (2006, background): “There have been studies [6, 18]addressing the problems first year students confront when entering higher”
An Institutional Response to Changing Student Expectations and their Impact on Retention Rates (2006, background): “While the situation is changing and excellent discussions are emerging from many university projects, such as Napier University (Johnston, 2003 ), University of Ulster at Coleraine (Lowe & Cook, 2003 ), University of Staffordshire (Thomas, 2002 ) and North London University (Archer et al, 2003 )”
Understanding academic confidence (2006, background): “In Ulster, Lowe and Cook (2003) identified a group of students, 39 per cent of the sample, who were clearly not coping with their transition into the HE environment.”
A study of accounting students' motives, expectations and preparedness for higher education (2005, background): “Prior studies have demonstrated that the transition from school to university can be a particularly difficult and unsettling experience for many students as they are entering an unfamiliar domain (Neave, 1987; Oldham, 1988; Raaheim et al., 1991; Lowe & Cook, 2003; Ridley, 2004).”
‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education (2005, background): “…for improving retention during the early part of the course focus on learning and teaching strategies such as an extended induction period (Lowe & Cook, 2003; Yorke & Thomas, 2003) and the use of interactive and collaborative learning methods to facilitate the development of peer group…”
Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education (2015, background): “A number of studies have examined the provision of ‘academic skills interventions’ at tertiary level and have demonstrated that learners often lack the competence required for success after their educational programme (e.g. Lea & Street, 1998; Lowe & Cook, 2003; Ozga & Sukhnandan, 1998).”
Measuring students’ transition into university and its association with learning outcomes (2012, background): “Another strand in literature, usually more quantitatively investigated, focuses on the gap between what students expected and what they found at university (Bennett & Kottasz, 2006 ; Jackson et al , 2000 ; Lowe & Cook, 2003 ; Rowley et al , 2008 ).”
First-year university students’ academic success: the importance of academic adjustment (2018, background): “Lowe and Cook (2003) found that 20 to 30% of university students experienced considerable difficulty adjusting to higher education, leading a significant number to drop out or underperform.”
Decreasing students’ stress through time management training: an intervention study (2015, background): “Heightened levels of perceived stress are discussed as reasons for underachievement and dropout (Cotton et al. 2002; Lowe and Cook 2003), long-standing illnesses (StewartBrown et al.”