How Different Diversity Factors Affect the Perception of First-Year Requirements in Higher Education

Main Article Content

Carla Bohndick
Elke Bosse
Vanessa K. Jänsch
Miriam Barnat

Abstract


In the light of growing university entry rates, higher education institutions not only serve larger numbers of students, but also seek to meet first-year students’ ever more diverse needs. Yet to inform universities how to support the transition to higher education, research only offers limited insights. Current studies tend to either focus on the individual factors that affect student success or they highlight students’ social background and their educational biography in order to examine the achievement of selected, non-traditional groups of students. Both lines of research appear to lack integration and often fail to take organisational diversity into account, such as different types of higher education institutions or degree programmes. For a more comprehensive understanding of student diversity, the present study includes individual, social and organisational factors. To gain insights into their role for the transition to higher education, we examine how the different factors affect the students’ perception of the formal and informal requirements of the first year as more or less difficult to cope with. As the perceived requirements result from both the characteristics of the students and the institutional context, they allow to investigate transition at the interface of the micro and the meso level of higher education. Latent profile analyses revealed that there are no profiles with complex patterns of perception of the first-year requirements, but the identified groups rather differ in the overall level of perceived challenges. Moreover, SEM indicates that the differences in the perception largely depend on the individual factors self-efficacy and volition.


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How to Cite
Bohndick, C., Bosse, E., Jänsch, V. K., & Barnat, M. (2021). How Different Diversity Factors Affect the Perception of First-Year Requirements in Higher Education. Frontline Learning Research, 9(2), 78 - 95. https://doi.org/10.14786/flr.v9i2.667
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