Lived Experiences Of Engineering Students In Their Academic Transition From Vocational To Higher Education. A Narrative Approach And Using Schlossberg's Transition Theory

This thesis studied the academic transition phenomenon of Associate degree engineering graduates from vocational to higher education Bachelor degree of engineering in Australia. This qualitative study used a narrative research approach to study academic transition lived experiences and Schlossberg's transition theory to explain the findings. This approach provided an opportunity for the participants to reflect deeply on their transition experiences and future challenges. This thesis discussed in-depth academic transition processes available to vocational education engineering graduates, and their implications in providing effective transition lived experiences. It further provided academic transition strategies that may improve academic transition.