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dc.contributor.authorSommerville, Sarah
dc.date.accessioned2019-11-20T22:27:26Z
dc.date.available2019-11-20T22:27:26Z
dc.date.issued2019
dc.identifier.urihttps://hdl.handle.net/10652/4773
dc.description.abstractRESEARCH QUESTIONS: 1. What are the beliefs and experiences of students who have recently transitioned from secondary to tertiary education in one New Zealand polytechnic? 2. What are the beliefs and experiences of students who are likely to transition from secondary to tertiary education to this polytechnic? 3. What strategies could be suggested to improve secondary to tertiary transitions? ABSTRACT: There has been a steady decline of students enrolling straight from secondary school into tertiary study in recent years. This decline has prompted emphasis to be placed on the transition process between secondary schools and tertiary institutes. However, there is never one simple explanation behind how they came to make their decisions. These decisions are complex and multifaceted, and without interventions can result in students not completing the transition process or successfully transitioning into tertiary study. The literature reveals a wide range of influences and barriers, but no clear understanding of the student’s perspective. This study set out to investigate the student perspectives of secondary to tertiary transitions; to examine influences on the decision making process; and to make recommendations for institutions and secondary schools to consider when engaging with students who are about to transition out of secondary school and into tertiary education. An interpretive approach was adopted for this study which used qualitative data about the experiences and perspectives of secondary school and tertiary students. To collect the data two focus groups were held, the first focus group had seven secondary school students from one West Auckland secondary school. The second focus group had seven first year tertiary students from my own institute. The study found similarities and differences between the responses of secondary school students and first year tertiary students concerning the transition from secondary school to tertiary education. Both groups placed an emphasis on parents and the highly influential role they play in the decision making process. While both groups spoke of pathways and the importance they played in the journey, the secondary school students spoke of open pathways and the tertiary students focused more on structured pathways and support. Both groups highlighted key barriers to transition, with focus placed on how to recognise and remove them. This study recommends that more importance be placed on the student voice and that there is a need for closer collaboration between secondary schools and tertiary institutions.en_NZ
dc.language.isoenen_NZ
dc.subjectAuckland, New Zealanden_NZ
dc.subjectNew Zealanden_NZ
dc.subjectsecondary studentsen_NZ
dc.subjectcollege choiceen_NZ
dc.subjectdecision makingen_NZ
dc.subjectInstitutes of Technology and Polytechnics (ITPs)en_NZ
dc.subjectstudent recruitmenten_NZ
dc.subjectsecondary to tertiary transitionen_NZ
dc.subjectperceptionsen_NZ
dc.subjectparticipationen_NZ
dc.subjecttertiary studentsen_NZ
dc.subjecteducation marketingen_NZ
dc.subjectITP sectoren_NZ
dc.titleStudent perspectives of secondary to tertiary transitions : influences on the decision making processen_NZ
dc.typeMasters Dissertationen_NZ
thesis.degree.nameMaster of Educational Leadership and Managementen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130103 Higher Educationen_NZ
dc.subject.marsden130399 Specialist Studies in Education not elsewhere classifieden_NZ
dc.identifier.bibliographicCitationSommerville, S. (2019). Student perspectives of secondary to tertiary transitions : influences on the decision making process. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/4773en
unitec.pages74en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.publication.placeAuckland, New Zealand
unitec.advisor.principalCardno, Carol
unitec.advisor.associatedHowse, Jo


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