Effective Transitioning to University and into Adulthood.ppt

The transition phase from secondary school to higher education (College or University) is highly crucial. It is also a period of transition from adolescence into young adulthood and the significance of student adjustment is immensely involving but also signals that students need to be supported by parents and university systems. There is the students' prior learning experience which it is hoped has prepared them for university-style learning. But the truth is, that teaching and learning are different; the environment completely changes, and the responsibilities and expectations are tuned at higher levels. Subsequently, the students are required to ensure smooth functioning systems and appropriate conduct.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Dr. Geoffrey WangoDr. Geoffrey Wango
Senior Lecturer Senior Lecturer
Psychology DepartmentPsychology Department
University of NairobiUniversity of Nairobi
You and Your Future: University Education as a
step towards Greater Growth, Career Progression,
and Personality Development marked by Maturity
and Responsibility

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Congratulations for Your
Excellent Performance and for
joining University

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Those with keen understanding of their
strengths and needs are in much better
position than those with limited or faulty
self-knowledge.
Howard Gardner
Frames of Mind

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Life at University is highly exciting but can be very
challenging for young people. This is because university age
is very turbulent for a young adult as you transit from
adolescence to full adulthood.
University also provides sudden unchecked freedom. If
unrestrained this is a source of a range of issues that include:
alcohol, drug and substance abuse; other addictions such as
betting, porn and entertainment frenzy; engagement in
sexuality; unplanned pregnancy; and, HIV and AIDS. There
are those who are able to deal with these and other issues
amicably while others may experience personal difficulties.
Counselling and pre-university induction programmes
especially coaching and mentoring of young people provides
a problem-focused social support service to enable you
effectively transit through this stage.
Aims of this Presentation

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Attending a pre-entry programme to obtain guidelines,
information and advice about your institution has a
positive impact in that it fosters successful transition to
higher education and University. This is because
entering a new institution can pose significant
challenges and hence requires considerable
adjustments. The transition period into young
adulthood also requires a student to form a sense of
their identity. This experience can be overwhelming and
contribute to heightened levels of anxiety and stress.
Students who participate in pre-entry programmes
attain higher academic accomplishment, self-efficacy,
personality development and overall satisfaction. Yet
few students attend these essential programmes despite
the enormous benefits accrued from the information
provided.
Positive Transition: Induction and Pre-
Entry Programmes

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-Now that you have been preparing for and has entered
University or College, it is important that you understand that
life will be quite different and prepare yourself for that.
-Life at University or College encourages a more independent
way of living. This implies that there is less supervision through
a process of self discipline and greater responsibility.
-You are now an adult and this comes with more responsibility,
greater independence and higher decision-making skills. You
are more alone, unless of course with friends and colleagues
and you get to meet more people, new friends, learn more and
acquire additional knowledge and skills.
-The schedule of events is heavily dependent on you since you
are the one who works out the activities, including class
attendance, assignments, leisure and entertainment.
-The responsibility takes over the assumed freedom. Start
organising your life, personality and time management.
Positive Transition

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Positive Transition
It can be daunting to join University or College after the
nurturing, security and confidence one has enjoyed in
primary and secondary schools. Transition to Higher
Education is crucial and the experiences of the transition
process influences your subsequent academic,
personality, social and career development. Therefore, it
is significant that you find your niche in this new and
demanding circumstances.
Dr Geoffrey Wango, Counselling Psychologist, University of Nairobi

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
There are FIVE essential elements of positive transition in
Higher Education and at University. These are:
1.Personality and Personal development.
2.Academic life.
3.Career and Life Goals.
4.Personal Organization and Decision-making.
5.Personal Values, Social Norms and Integrity.
Admittedly, every person is different: academically,
emotionally and socially. Therefore, each of us will take a
different path especially at this time as you explore into
the wider world. It is significant that you attend orientation
events in order to learn more and obtain additional
information on various aspects of College / University life.
Elements of Positive Transition

9. The purpose of schooling and
education is enhanced human
growth and development.
Therefore, you must be able to
develop as a person. This
includes: taking care of yourself;
your safety and security; an
improved confidence in yourself
including self concept ([higher]
self esteem); appropriate
friendships; working smart; and,
character enhancement.
Personality and Personality and
Personal Personal
DevelopmentDevelopment
Personal Values,
Social Norms and
Integrity
Personal
Organization and
Decision-making
Academic Life
Career and Life
Goals
11/11/2018
Dr Geoffrey Wango, Psychology Department, University of Nairobi
9
Elements of Positive Transition

10. You must settle into College /
University life in a way that
enables you to accomplish your
academic goals and career
aspirations. Academic life
includes gaining knowledge, skills
and techniques and
professionalism. This requires
seriousness and goal setting.
Personal Values,
Social Norms and
Integrity
Personal
Organization and
Decision-making
Academic Life
Career and Life
Goals
11/11/2018
Dr Geoffrey Wango, Psychology Department, University of Nairobi
10
Elements of Positive Transition
Personality and Personality and
Personal Personal
DevelopmentDevelopment

11. You are an adult and hence
growing up and developing. You
must demonstrate an increase in
your school and career work. This
includes attending open days,
seminars, workshops, conferences
and short courses (including
Certificate courses on new /
additional skills). This orientates
you into what is expected of you
in life and in various facets of
your career.
.
Personal Values,
Social Norms and
Integrity
Personal
Organization and
Decision-making
Academic Life
Career and Life
Goals
11/11/2018
Dr Geoffrey Wango, Psychology Department, University of Nairobi
11
Elements of Positive Transition
Personality and Personality and
Personal Personal
DevelopmentDevelopment

12. You are getting into a new routine
where you have immense
freedom and too many activities.
The newly acquired
independence requires
moderation. Develop a routine
that includes academic work,
assignments, personal study,
group work and leisure and
entertainment (sports, societies,
exercise). This allows you go
through College / University with
great ease.
Personal Values,
Social Norms and
Integrity
Personal
Organization and
Decision-making
Academic Life
Career and Life
Goals
11/11/2018
Dr Geoffrey Wango, Psychology Department, University of Nairobi
12
Elements of Positive Transition
Personality and Personality and
Personal Personal
DevelopmentDevelopment

13. Social and emotional intelligence
are part of personality, academic
and career growth and
development. Many students at
this age throw caution to the wind
and assume all the values and
norms imparted earlier.
Remember, the purpose of College
/ University is to enable you build
on earlier experience and develop
personal values and integrity to
enable greater integration into
the wider community and career.
Personal Values,
Social Norms and
Integrity
Personal
Organization and
Decision-making
Academic Life
Career and Life
Goals
11/11/2018
Dr Geoffrey Wango, Psychology Department, University of Nairobi
13
Elements of Positive Transition
Personality and Personality and
Personal Personal
DevelopmentDevelopment

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
It is important that you find people to guide and
counsel you, provide guidelines and instructions
as well as encourage your appropriate actions
during the transition. These include family and
friends, academic and support staff. You also need
the support of the following University systems:
Library, Health / Medical Unit, Counselling,
Mentorship, Security, ICT, Hostel and Residence
and Administration staff. This way, you will be
able to target activities that enable learning as
well as personality and career development.
University Life, Your Career and
Your Future

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
University Academic Life: Course /
Programme of Study, Study Habits and
Choice of Career.
Family, Friends and Peer Pressure.
Relationships and Sexuality.
Lectures and Relationship with Lecturers.
Smoking, Alcohol and Drug Abuse.
Money and Finances.
Taking good care of yourself.
Finding employment after training.
A great future ahead .......
University Life, Your Career and
Your Future

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
The transition to higher education provides
the opportunity for you to reflect on life
concepts such as personal goals and career. It
is also an opportunity to develop decision
making, innovative and critical thinking
skills. This in turn allows for self-reflection in
which you can redefine yourself, develop an
improved self-concept that involves greater
confidence and become more focused.
University Life, Your Career and
Your Future

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Your going to University and seeking higher education
is a major step towards Growth and Maturation, as
well as Career and Personality Development. Higher
Education and University is not about your years in
Nursery, Primary or Secondary School or about the
years at the university and obtaining a degree; it is
about your life and your future.
Dr. Geoffrey Wango, Counselling Psychologist, University of Nairobi

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Successful Transition from
Secondary to Higher Education

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-As a student transiting to higher education, you have to evolve
to an independent learner. This implies that you take your own
responsibility for your academic and personal life, including
coping with the high study workload.
-This requires that as a first-year student, you have to go
through a transition from learning to be dependent on your
teachers and parents to learning autonomy.
-This necessitates three adjustments:
(1)Firstly, you have to adjust to the life at the higher education
institute (College / University). This is often totally different
from secondary education.
(2)Secondly, you have to evolve to an independent learner that
takes responsibility for coping with the greater academic
workload.
(3)Thirdly, you have to develop your personality into greater
maturity that includes personality development such as values
and time management.
Transition to Higher Education

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Welcome to a new way of life at University
University life is different from school
University also shapes your future life and your
Career
Success at University will depend on:
(1)Yourself
(2)Your University and Career Choice
(3)Where you are coming from (home, your
habits including your world view and
spiritualism)
(4)Where you are going, where you want to go
from here >>>>>
University Life

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-Housing: Hostels and Residence
-Tour the University
-Meet the Lecturers
-Your academic life: Classes, Meals, Personal
Study, Research, Library, Tours, Assignments
-Find out about the Course / Study Programme
-Listen and obtain a copy of the Rules and
Regulations, Programmes and Procedures
-Establish important dates such as Semester
dates, public holidays, examinations.
-Adopt proper code: dress and etiquette
-Spiritualism
-Extra curricular activities
On Reporting to University ….

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
University Life prepares you for a
future life in a Global World
There will be Students from
other Communities, people
speaking different
Languages and others with
different Religions.

23. Academic Life
(Lecturers,
Assignments,
Research)
Career Development
(Seminars, Field
Trips, Practicum)
Personality Development (Spiritualism,
Social and Moral Development, Health
(Physical, Emotional. Social, Spiritual
and Psychological well being))
23
You
Self Care and
Personal
Upliftment
Extracurricul
ar activities
Safety and
Security
11/11/2018
Dr Geoffrey Wango, Psychology Department, University of Nairobi

24. •Meeting the challenges of adulthood requires a
considerable degree of maturity.
•But what is maturity? Who is a mature person?
•Maturity is not a unitary concept but wholesome. Age,
freedom, academic achievement, independence, money
and finance are not a guarantee of maturity.
•A mature person must cope with the demands of
adulthood. And adulthood is responsibility.
•The poorest man / woman in the world is the one
without a dream, and the most frustrated man / woman
in the world is one with a dream that is never realized
because it never becomes a reality.
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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Young Adulthood

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
What are some of the main issues in campus:
Academics and future career
Tests, Assignments and Examinations
Relationships and Friends, Dating and Courting
Enhanced life skills:
Self Esteem
Goal Setting
Assertiveness
Alcohol, Smoking and drug abuse
HIV and AIDS
Sexuality, Pregnancy (Family relations)
Betting and gambling
Young Adulthood

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
It is crucial to keep asking self various questions at
every stage of our lives:
(1)Who am I? (define yourself, who you are).
(2)Why am I here (wherever you are, when you get to
campus, after campus).
(3)Where do I want to go from here?
(4)When (time)?
(5)How do I get where I am going and how do I get
there?
(6)How do I know I am there? Do I have a plan/ road
map?
Young Adulthood

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
As a youth, you mature into an
adult. Adulthood is a key
ingredient at various levels:
•Sense of responsibility
•Decision making
•Relationships
•Life skills (assertiveness,
problem solving, decision
making, social skills, emotional
intelligence)
Young Adulthood

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-You will have individual assignments as well as group
work, carry out small research and work on various
projects and in several instances go out on a field
trip / practicum or you will be attached to an
institution. If you are not careful, it can be difficult to
adapt to all these demands. Unfortunately, some
students have difficulty in adjusting as they are not
able to manage their lives, particularly effective time
management.
-Universities are great at encouraging a more
independent approach, but it is your responsibility to
manage yourself, including your time and personal
schedules and adhere to outlined procedures.
Academic Life and Time
Management

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-As mentioned above and emphasized throughout this
presentation, you are an adult and will have to learn to
manage your own time and academic schedule. University
life deliberately promotes innovativeness and creativity,
independence and team work, positive social values and
integrity. It is important for you to understand that academic
levels are higher at University, so actually, there may be
less time for social activities - such as having friends
around, chatting, Internet, watching TV, or extra-curricular
activities.
-Assignments will have varying deadlines, and tutors in
different disciplines are only concerned about competences
in their own field and thus assign their own programs.
-The rule of the thumb is to keep the extras to a minimum for
the first part of the year until you adjust, and then adding
activities until you find the right balance.
Academic Life and Career Development

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-Young people are highly concerned about friendship. This is
because friends have an impact in our lives, whether positive
(great friends) or negative (not so useful friends). A young
person makes attempt to befriend persons of both gender. The
problem is, one is never sure which friends to keep, and which
ones to abandon. Some people are able to maintain a circle of
friends; caring, responsible, royal, trusting and faithful
companions, while others regularly change friends. It is not
easy to identify the ‘right’ friends, so you might find that you are
constantly changing them.
-The rule of the thumb is: identify your own values and goals in
life and you will be able to select your friends as they depend a
lot about your preferences. As mature, the friends transform
too, though everyone matures at a different stage.
Relationships: Friends and
Friendship

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
You have gone through primary and secondary school with many
children. Some you have gone on together in the same group, which is
brilliant as you will have built up many friendships. However, you will
keep meeting new people with more diverse ideas. The thought of
making new friends can be daunting. While some people are lucky
enough to have long-lasting friends, or their classmates join them at
Secondary and University, others have to continuously search and find
new friends. Overall, only a handful of students will be with you in your
College / University and certainly in the same programme. You can get
new friends and develop an enlarged friendship circle by getting
involved in several activities, such as Clubs and Societies, Games and
Sports, attending Seminars, Conferences and Workshops as well as by
getting involved in community activities. This way, you will be able to
make new friends at the Faculty / College / University and outside. The
rule of the thumb is to make friends with people who have similar
interests. At the same time, ensure that adding an extra friend and/or
activity doesn't impact negatively on your vision and goals, including
your personal, academic and career goals.
Relationships: Friends and Friendship

32. Friends and friendship are important.
As an adult, your actions and relations are
now your responsibility.
Relationships including friends involves a
sense of responsibility and in turn influences
all our actions and sometimes schedules. This
includes relatives, friends, colleagues and
other people in the wider community.
It imperative to have healthy relationships as
well as set goals in our relations and in life.
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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Relationships: Friends and Friendship

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Greater Growth,
Career Progression
and Personality

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Who am I? You are a sum total of the following
dimensions:
Physical being (Growth, leading to development)
Social being (Leisure, friends, relationships)
Psychological /Emotional being (Moods, feelings)
Spiritual being (Relationship with Supreme Being)
Intellectual being (Learning)
Environmental being (Home, school, community)
Cultural being (Norms, traditions)
Self Awareness: Knowing Yourself

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-At Primary school, schedules are highly dictated to you by a
teacher or parent. At Secondary school, schedules vary from
day to day and hence though the teachers provided a general
schedule, you started making various decisions, including a
personal time table. At University, the schedules are all dictated
by yourself. This includes the programme of study, though a
tentative class Time Table is provided. I call it tentative since it
is provisional and you can adjust to fit your schedule in several
ways. This is why oftentimes, adolescents get lost at this level.
The newly acquired independence can make someone
disregard adult, particularly parental advice.
-The rule of the thumb is, you will need to be responsible for your
own schedule, both academic and personal. Also, seek
guidance and adhere to procedures, rules and regulations.
Parental Perspectives: Individual
Schedules and Independence

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-The mistaken belief and (negative) attitude is that you don’t need
anyone, such as your parents or College staff to manage your
activities. On the contrary, freedom comes with responsibility and
there is nothing such as ultimate freedom. It is important that you
grasp the fact that adulthood implies greater autonomy and
sovereignty. However, freedom is a much heavier responsibility in
which you are left to be more accountable rather than the free will
that is subsumed with the transition and age at Higher Education.
-It is suggested that as you transcend, seek additional advice from
parent, academic staff and Faculty offices. This offers you more
opportunities to make informed decisions about the available
programmes and University schedules. In fact, additional
information and advice allows you to be in control of effective
planning. Also, it gives you a chance to accomplish more activities
and you are still able to have a more hands-on-in several ways.
Parental Perspectives: Individual
Schedules and Independence

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-This is the information age marked by a lot of advancement in
communication and technology. Consequently, you must keep abreast new
information by maintaining lines of effective communication, including
learning to be competent in use of Computer and Internet services. You will
be obtaining information, notes and assignments from administrators and
your tutors respectively via online notices, posters, email and chat groups.
Also, you will be seeking additional information and conducting research in
several websites, including latest Journal articles and other publications.
-Keep the lines of communication open, by obtaining a user name and
password. Ensure effective and timely registration as well as continuously
updating your student portal, emails and other procedures.
-Be responsible for enhanced communication and don't expect your
colleagues, tutors or staff to be responsible for you or to keep a tab on you –
you are an adult. Tutors, parents and support staff don't spend as much time
with you as in primary and secondary levels. Therefore, know as much about
what’s going on in the institution and about your programme. This is the
reason why students get lost at University as they ‘wait’ for information that
often at times does not appear forth coming.
Information, Communication and Technological
Advancement:Settings

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-Integrate new systems particularly information and technological
advancement early enough so that you can progress with your
academic programme as well as career.
-Find out if the Institution / Faculty / College has a website where
dates and events are listed. Check this regularly, including your
email and chats as information will always be forthcoming from
several sources.
-In that case, prioritize your goals so that you don’t get
overwhelmed with too many activities. This is through a set
schedule that establishes important dates, tasks and events as
follows: Semester dates (opening and closing); examinations;
Continuous Assessment Tests and assignment deadlines;
Course / Units offered including Course Codes, Core Courses
and Electives; dates for Field Trips and Practicum; holidays /
breaks; Seminars / Conferences / Workshops; and so on.
Information, Communication and Technological
Advancement:Academics

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-Take an interest in new ways of doing things such as software
applications to resolve upcoming issues, and share responsibly
with others, both students and tutors as well as professionals in
your field of specialization.
-Get a grip of the professional regulations and procedures as you
get along. This includes the Code of Conduct. I know it can
seem like a long way off before you start working, but familiarize
yourself with the requirements for your career. Knowing the
process means you can keep an eye on progress, obtain
additional information and if things are going off track with your
studies or you are experiencing difficulties, you'll know.
-Attend workshops, seminars and conferences to synthesize
knowledge and to boost on your professionalism. These include
talks by professionals in your field of study and others who are
engaged in similar activities. You can also get an attachment.
Information, Communication and Technological
Advancement:Career and Career Development

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Relationship and
Relationship Building,
Sex and Sexuality

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Females and males have different attitudes to friendship
and dating. Females tend to exhibit deep understanding,
sensitivity and emotional involvement towards their
partners, while males often do not emphasize the emotional
and intimate features of the relationship though they too get
encroached in it. In many instances, most males have a
young mind and just want companionship and fast
friendship and may not be committed to the relationship,
while most females will be more concerned with the quality
and commitment in a relationship, even when the males are
not sure and seek a casual glance. These aspects are
important in friendship and relationships, dating and
courting.
Dating: Patterns of Dating and Courtship

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Statistics often indicate an increase in sexual activity
among young people worldwide. There are various reasons
why young adults engage in sex activity:
–Peer pressure, with a conviction that others have
accomplished the same, or do it (are doing it)
–Promotions through mass and print media: TV, movies
–Negative role modeling (celebrities)
–Curiosity
–‘Practice makes perfect’ phenomenon
–To prove love (common among females) or to find out
‘do I really love her’ (more common in males)
–Influence of alcohol and drugs
Dating: Sexual Activity among
Young People

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
As a young person, you should be aware that there are
several apparent risks of sexual activity, and these can pose
danger to your life and psychological and emotional
wellbeing. They include the following
Early and unplanned pregnancy
STI’s and HIV / AIDs
Heartbreaks and emotional pain
Abortion
Low self esteem
Sexual assault including rape
Rejection when person matures and seeks a more fulfilling
relationship with someone else
Depression and suicide, as well as physical and emotional
pain from self injurious behaviours
Risks of Sexual Activity among Young People

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
-A relationship is a process; it goes on for days, weeks,
months and years as you get to know each other. If the link
is fulfilling, you can then be committed to each other.
-However, most students go for the ordinary companionship
and comradelier as you juggle with books, relationships,
entertainment and the occasional campus engagement.
Perhaps this is the reason why most friendship in the first
and early campus life end up broken with a heartbreak – the
student is best trying to settle in a new environment and
hence may not devote as much time and effort to the
relationship. In any case, you should be careful so that the
association does not strain you or the other person. This is
because a strained relationship ends up in frustration and
disappointment, pain and depression.
Friendship and Relationship at Campus

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
It is also true that you can have a successful relationship
leading to long commitment and marriage. Again, this requires
effort, not basic assumptions that everyone you meet is a
potential spouse seeking long term relationship and marriage.
In that case, a relationship should be clearly defined; do not
mistaken companionship and closeness, spending time
together and mutual sharing for attraction and friendship.
Misinterpreted closeness does not lead to a successful
relationship – you need understanding and discussions.
Admittedly, people who are close together have a mutual
understanding of one another and share experiences and in the
end seek and find fulfilment in each other. Nonetheless, a
binding relationships is a well defined relationship with clear
boundaries (not assumed or haphazard).
Friendship and Relationship at Campus

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Academics and Career
You are at University to Study.
Most students somehow forget this
critical task too soon!
You must adopt the right study
habits right from the moment you
enter University.
At the end of your studies is your
graduation, career and life. This is
when reality dawns on the fragile
students and is often too much
when progress has been slow or a
student lost focus along the way.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
What to do …
This is a crucial period of transition. Certainly, you will be
more successful as a student and in future if you have
the skills to learn independently, to think critically and
adjust confidently to the new expectations. Academic
and social integration are essential and are the two
critical factors that are most likely to influence your
decisions and career. Ensure you have sufficient
academic skills and minimize on adjustment difficulties.
Have clear goals, reduce on uncertainties, prioritize your
commitments and personal finances. The roots of
successful student education lies majorly in adjustment
and better education during the first year.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
What to do …
Establish critical information about your study
programme:
Number of Units required each Semester, each year
and in Total.
Core Units.
Elective Units.
Research Project, Practicum, Teaching Practice,
Laboratory, Internship.
Specialisation … from when, Year (1, 2 or 3).
Holidays, taking care of yourself, internship,
working.
Professionalism and Competency in the Course of
Study.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
What to do …
Take care of yourself, safety and security and
personal property.
Be organised.
Plan your work, your day and your career.
Take care of friends and ensure positive
(appropriate) friendship.
Be careful with the independence.
Character and discipline are important.
Be responsible and virtuous.
Your academic, social and spiritual life is
significant.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
What to do …
While at the university, ensure you improve on your
academics, social and emotional intelligence. This is
achieved through your interactions with classmates,
lecturers and related (professionals) organizations.
Get acquainted with laws, policies and procedures,
ethical and other considerations that assist your
engrossment with your career. Engage in other
worthwhile such as faith and spiritualism, personal
development and language enhancement. Personalize
learning through a self-paced supplementary
discovery so that your time in campus is fruitful and
meaningful. This ensures that you have blended
learning, rather than linear knowledge.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
What to do …
Students who feel they obtained a lot of help from
the university, family, friends and others tend to
settle more quickly and are more likely to have a
successful transition that in the end enables them
to benefit immensely and thus attain greater
success. This includes help with getting to know
their way around the institution, getting
acquainted with rules and regulations,
procedures and various programmes in the early
weeks, directions to various places (offices, hostel,
chapel, lecture halls, library), inductions,
instructions and institutional booklets. Take a cue.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Seek Help when in need …..
Tests and Examinations
Religion (Spiritualism, Faith)
General Health
Home Sickness
Finances, Money
Career and Career Development
When you are not performing well ...
When assaulted by anyone (Be careful about
abuse [physical, verbal or psychological])
Other pertinent issues (personal safety and
security, pregnancy, drugs, stalking)

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Selected References
Arvanitakis, J., & Hornsby, D. (2016). Universities, the citizen scholar and the future
of higher education. London: Palgrave.
 
Barlow, A., Ackroyd, J., & Phillips, A. (2011). ‘Is Learning Development Part of the
Problem?’, in Hartley, P., Hilsdon, J., Keenan, C., Sinfield, S., & Verity, M.
(eds.) Learning Development in Higher Education. London: Palgrave.
 
Briggs, A. R. J., Clark, J., & Hall, I. (2012). Building bridges: Understanding student
transition to university. Quality in Higher Education, 1 - 19.
 
DeWitz, S. J., Woolsey, M. L., & Walsh, W. B. (2009). College student retention: An
exploration of the relationship between self-efficacy beliefs and purpose in life
among college students. Journal of College Student Development, 50 (1), 19 -
34.
 
Gale, T., & Parker, S. (2014). Navigating change: A typology of student transition in
higher education. Studies in Higher Education, 39 (5), 734 - 753.
 
Gruber, T., Fuss, S., Voss, R., & Gl ser-Zikuda, M. (2010). Examining student
ӓ
satisfaction with higher education services: Using a new measurement tool.
International Journal of Public Sector Management, 23 (2), 105 - 123.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Selected References
Howard, C., & Davies, P. (2013). Attracting mature students into higher education: The
impact of approaches to learning and social identity. Journal of Further and Higher
Education, 37 (6), 769 -785.
 
Jones, G. (2010) Managing student expectations: The impact of top-up tuition fees.
Perspectives, 14 (2), 44 - 48.
 
Leese, M. (2010). Bridging the gap: Supporting student transitions into higher education.
Journal of Further and Higher Education, 34 (2), 239 - 251.
 
Lowe, H., & Cook, A. (2003). Mind the Gap: are students prepared for higher education?’
Journal of Further and Higher Education, 27 (1), 53 - 76.
 
Maunder, R. E., Gingham, J., & Rogers, J. (2010). Transition in Higher Education:
Exploring the experiences of first and second year psychology undergraduate
students. The Psychology of Education Review, 34 (1), 50 - 54.
 
McCabe, D. L., & Pavela, G. (2004). Ten updated principles of academic integrity.
Change, 36, 10 - 15.
 
Murtagh, L. (2012). Enhancing preparation for higher education. Practitioner Research in
Higher Education, 6 (1), 31 - 39.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Selected References
Nevill, A., & Rhodes, C. (2004). Academic and social integration in higher education: A
survey of satisfaction and dissatisfaction within a first-year education studies cohort
at a new university. Journal of Further and Higher Education, 28 (2), 179 - 193.
 
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational
Research, 66 (4), 543 - 578.
 
Pennington, C., Bates, E. A., Kaye, L. K., & Bolam, L. T. (2017). Transitioning in higher
education: An exploration of psychological and contextual factors affecting student
satisfaction. Journal of Further and Higher Education, 42 (5). 596 - 607.
 
Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.),
Self-efficacy, adaptation, and adjustment: Theory, research, and application. New
York: Plenum Press.
 
Warin, J., & Dempster, S. (2007). The salience of gender during transition to higher
education: Male students’ accounts of performed and authentic identities. British
Educational Research Journal, 33 (6), 887 - 903.
 
Wiers-Jenseen, J., Stensaker, B., & Grøgaard, J. B. (2002). Student satisfaction:
Towards an empirical deconstruction of the concept. Quality in Higher Education, 8
(2), 183 - 195.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
Selected References
Wong, V.Y-Y. (2012). An alternative view of quality assurance and enhancement.
Management in Education, 26 (1), 38 - 42.
 
Yorke, M. (2000). Smoothing the transition into higher education: What can be learned
from student non-completion. Journal of Institutional Research, 9, 35 - 47.
 
Yorke, M., & Longden, B. (2008). The first-year experience of higher education in the
UK: Final report. York: The Higher Education Academy.
 
Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-
economic groups. Journal of Higher Education Policy and Management, 25, 63 - 74.
 
Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S., & Higham, L., (2015) Causes of
differences in student outcomes. Bristol: HEFCE.