Prepared for Higher Education? Staff and Student Perceptions of Academic Literacy Dimensions across Disciplines

Autor/inn/en	Wollscheid, Sabine; Lødding, Berit; Aamodt, Per Olaf
Titel	Prepared for Higher Education? Staff and Student Perceptions of Academic Literacy Dimensions across Disciplines
Quelle	In: Quality in Higher Education, 27 (2021) 1, S.20-39 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wollscheid, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2021.1830534
Schlagwörter	Higher Education; Literacy; Academic Language; College Preparation; College Faculty; College Students; Teacher Attitudes; Student Attitudes; Selective Admission; Comparative Analysis; Secondary Education; Foreign Countries; Educational Quality; Study Habits; Intellectual Disciplines; Academic Persistence; Learning Motivation; Goal Orientation; Academic Achievement; Norway + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Alphabetisierung; Schreib- und Lesefähigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Fakultät; Collegestudent; Lehrerverhalten; Schülerverhalten; Bildungsselektion; Sekundarbereich; Ausland; Quality of education; Bildungsqualität; Study behavior; Study behaviour; Studienverhalten; Geisteswissenschaften; Motivation for studies; Lernmotivation; Zielorientierung; Zielvorstellung; Schulleistung; Norwegen
Abstract	This article explores beginner student and staff perspectives of study preparedness across higher education institutions and disciplines in Norway, focusing on writing, reading and academic working skills. Drawing on focus group interviews among academic staff and students, findings show a certain academic unpreparedness by beginner students. Students apparently are not used to working hard or independently enough, struggling to read large text amounts, showing a lack of academic writing and reading skills. For hard-working students, findings show differences between non-selective and selective study programmes. Selective programmes, for example, law, seem to be more structured and aligned with upper-secondary school. Students in these programmes are a positively selected group, expected to be better prepared than their counterparts in open programmes. The article contributes to a combined perspective by students and staff on study preparedness across disciplines and institutions, with implications for further research and quality in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01