International Postgraduate transition via expectations: Interactions with quality, outcomes and diversity in the devolved system
Faculty of Computing, Health and Science
School of Psychology and Social Science
There are many interlaced and disadvantageous factors associated with poor transition of International Postgraduates (IP) students (Guilfoyle, 2004). In the present analysis we identify a central gateway for poor transition – student expectations. Unnecessary gaps between students’ expectations of the study experiences and their perceived reality function to increase poor transition. It is important to chart critical sites where the provision of accurate and meaningful information to students can work to reduce expectation versus reality gaps; and provide a solid foundation for successful transition. By identifying such sites, institutions are better placed to intervene in ways that align IP expectations and reality thus minimising poor transition.