理论学生过渡

过渡是在人类世界内部的。这就是说，不可能完全“站稳”。从一天到下一个地方，一个地方到另一个地方，我们总是在过境的过程中到某个地方;始终从一个概念的地方导航到下一个概念。

如果过渡在人类世界中普遍存在，那么在学生经历的核心中找到它们是不成熟的。实际上，高等教育在这段时间内在政治修辞和生活经历中的这一时期占据了突出的立场 - 同时是一个从某个地方的目的地和往返其他东西的旅程：既是既是达到目的和结束的意思。

但是，这枢轴之间生活课程上的职位掩盖了根深蒂固的过渡的景观在里面宏观水平转型进出高等教育。在大学行政结构和大学生活季节的过程中存在各种中间水平过渡。然而，这些中间转换本身与其他微水位过渡堆叠，而不是总是必要，支持并构成整个努力。看起来在“学生”的暂时阶段之下，并且可以发现一系列的或有过渡的多层织物，它们本身由更具体的，但没有较少的会聚，较小的过渡的Nexus。虽然其中一些可能是必不可少的，但其他人是切向，有些是法定，许多是自愿的：整体几乎肯定会大于其部分的总和。

“学生体验”的崛起和转型多重

迄今为止，对高等教育中的过渡性质的一般兴趣很少，也没有多大的研究，这些研究已经试图了解学生在“完全学费”的背景下的大学生活如何理解和经历。

In the context of the post 2012 tuition fee regime, and driven by the growth of a sector-wide business model that increasingly emphasises student recruitment, retention, and employability, Higher Education rhetoric has seen an increasing emphasis on what is termed as the ‘student experience’. This catch-all heading is increasingly used by universities and various commentators to cover all those university-related support mechanisms and developmental activities that students might participate with – either as a part of their chosen course和除此之外。However, to date, there has been little general interest in the nature of transitions within higher education, nor has there has been much research that has attempted to understand how students actually understand and experience post 2012 university life in the context of ‘full tuition fees’. By following a cohort of undergraduate entrants at the University of Sheffield throughout their studies, the Sheffield Student 2013 longitudinal research project has been designed to bring these two fields together in order to better understand the lived experience of contemporary student life.

在学生记录数据和40名学生的重复访谈中，我们在Bera 2015年会议上介绍了一篇论文，特别是在大学虽然学生在大学犯下的多种过渡。事实上，宁愿看到大学只是生命课程内的一般转型点，我们探讨了对“成为”成为大学生的概念的不断变化。学生不仅必须与大学级教学和学习掌握，他们也必须在大学年内谈判过渡的多个其他方面 - 他们以各种方式体验这些方面。The novelties derive from ‘going’ to university, as opposed to ‘coming’ here: in the first year accounts university appears as a complex and distant concept that the individual just started to unpack: only a few students suggest they have already ‘arrived’. However, this change in the physical and metaphorical space relating to the concept of university is mostly interpreted as a natural next step – a big or a small, dependent on how successful students perceive their own transitions. In this context it seems that the definitions and rules of a previously supportive, small and well-known institutional and social context are replaced by a distant, complex set of unknowns. This then is perceived either as the lack of support provision or normalised as the necessity of becoming ‘an independent learner’.

结论

由于学生生活的多样性 - 他们来自哪里以及他们要转变的地方可以采取许多不同的形状，形式和时间：并非所有的是必要的或必要的，而不是我们的机构的观点。Therefore, we are beginning to take the view that models of university-led assimilation, accommodation, or alignment may not be suitable in themselves to understand – and better support – the diversity of student transitions that encompass the ‘student experience’, especially in the context of widening participation and higher student numbers. Indeed, the point of the 2013 Sheffield Student 2013 project is to begin to map these points of transition, describe what form they might take and where they occur, and explore how we can develop the tools necessary for them to navigate the transitions that students want to make.