Exploring the transition challenges of first-year College of Business students in Fiji

ABSTRACT

Transition challenges (or Trans-C) are perceived as a combination of academic, institutional, socio-cultural and psychological factors which influence a student's ability to transition successfully in their first year at higher education institutions. This paper presents an exploratory study of first-year College of Business students enroled at the Fiji National University (FNU). Using a mixed method approach, the study is aimed at understanding the accounts of first-year students in transition, and that of FNU being a local academic institution mandated to support students facing difficulties. Quantitative data from an online questionnaire collected independent variables related to students' ability to transition successfully. Results showed that despite the establishment of transition hubs and other academic support services, about 30% of the total 183 respondents indicated transition difficulties in their first year. Qualitative data were collected using ‘Talanoa' method to account for students' transition experience. Talanoa or story telling is a culturally appropriate method of data collection in indigenous Pacific Island countries such as Fiji. This approach allows a rich and more open information exchange provided the researcher is embedded in local pedagogy. Several themes emerged from the analysis of the ‘talanoa' transcripts such as academic support, family income, online learning, University environment, and peer influence. Although these themes were consistent with international experience, it would be asymmetrical to address student transition challenges without capturing their needs and expectations. In the final analysis, this paper supports the implementation of a student-centric model if higher education institutions (HEI) were to be successful in integrating first-year students into academic life.