ACADEMIC CONTEXT AS A DIFFERENTIATING FACTOR IN TRANSITION TO UNIVERSITY

Abstract

Studies on the transition to university stress the importance of using contextualized longitudinal approaches to analyse students’ adaptation processes in the first year. This article analyses the evolution and results of research conducted in recent years inside the Catalan university system, and more specifically at the University of Barcelona. It also outlines the latest research into the transition to university in two different disciplines in the social sciences: business administration and management, and teacher training. The results provide a contextualized view of the difficulties in the transition process and highlight the importance of academic adjustment in the first year of study. Finally we underline the need to review the measures used at universities to promote student retention, such as orientation activities.