Perceptions of Speech, Language and Hearing Sciences’ undergraduates about the admission and adaptation process at University

Abstract

The purpose was to verify the perception about the process of admission and adaptation to the University of students of the first semester of the Speech, Language and Hearing Sciences Course in the years 2017 and 2018. For this, a semi-structured questionnaire was prepared with 10 dichotomous questions (yes/no) and 1 open question. Fifty students participated, mostly female (90%), and aged between 18 and 27 years. Of these, 38 (76%) had to leave their parents’ homes, 17 (34%) had difficulties entering college, 29 (58%) had problems in the University adaptation process and 49 (98%) and 50 (100%) stated that students and teachers were receptive to their arrival, respectively. 11 (22%) claimed to have witnessed or been a victim of interpersonal violence/bullying and 48 (96%) noted changes in themselves after joining. 40 (90%) stated that the experience at the University was corresponding to the expectations prior to admission, 49 (98%) agreed that it is the University’s duty to offer some help and/ or support during this process to students, while 48 (96%) stated that the educational institution was offering such assistance. As individuals’ experiences of this process students highlighted the importance of support from the University (26%), the impact of the change of routine and daily support (16%), the organization of academic and curricular issues (14%) and the initial rituals as a freshman (2%). Students agreed that during the process of entering and adapting to the University there are academic and personal demands that may interfere with their University experience and that the Institution’s support is essential to assist them during this period.