Faculty of Education - Theses

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Start date: 2020 × Type: PhD thesis × Subject: Higher education × Author: Rivera Munoz, Claudia Andrea ×

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    The First Year Experience of university students in Chile
    Rivera Munoz, Claudia Andrea ( 2022)
    The first year of university constitutes a crucial stage in students’ adjustment to university. The first-year experience (FYE) of students in Chile is the subject of public policy efforts and scholarly discussions about access to higher education and retention. While there have been some empirical studies investigating student attrition and retention in Chile, the research to date has been narrow in scope, focussing mainly on factors affecting access and attrition. There is limited research that captures the complexity of students’ experiences in the first year of university, and particularly their experiences of university in times of major social disruption. This mixed-methods study investigated the first-year student experience in Chile during a period of mass demonstrations and the Covid-19 pandemic and analysed the factors influencing students’ transition and adjustment to universities over two years. One hundred and seventy-nine first-year students responded to an online survey about their university experience. Eight students participated in a series of semi-structured interviews over the first two years of their university studies. The findings suggest that commencing university studies with clear goals fostered students’ motivation and engagement in their studies. Peer interactions encouraged students’ sense of belonging to university, providing vital academic and emotional support, especially during times of isolation. Supportive interactions with teachers and adjusting teaching to accommodate students’ circumstances promoted students’ engagement with their studies and supported their wellbeing in challenging times. The findings of the present study reaffirm that supportive experiences with peers and teachers can facilitate students’ transition and adjustment to university. This aligns with international evidence and highlights the critical role that peers and teachers play in challenging times. The findings provide insights into the complexity of students’ FYE in Chile, highlighting its individual and context-dependent qualities. The findings of the present study have implications for universities and academic staff to better support students in their transition to university, especially during times of disruption.