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“Discuss the notion of academic integrity, and the expectations of studying at university; reflecting on what it means for you to be a successful student in Higher Education.” £20.96
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“Discuss the notion of academic integrity, and the expectations of studying at university; reflecting on what it means for you to be a successful student in Higher Education.”

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  • January 24, 2025
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  • 2023/2024
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“Discuss the notion of academic integrity, and the expectations of studying at
university; reflecting on what it means for you to be a successful student in Higher
Education.”

Higher education represents a significant transition from secondary school or sixth form,
offering a more independent and self-directed approach to learning. Within this context,
academic integrity plays a central role in shaping the expectations placed upon students. The
idea of academic success, particularly in university, is multifaceted and can vary greatly from
one student to another. While the traditional view of success may be defined by high grades
leading to career opportunities and financial stability, for many, success might be more about
personal growth, transformation, and acquiring skills that extend beyond academics. This
essay will explore the notion of academic integrity and the expectations of university
education, examining how they contribute to academic success. It will also reflect on my
personal experiences in navigating these expectations, particularly focusing on the difference
between secondary education and higher education, and what it means to be a successful
student.

Defining Success in Higher Education

Success in higher education is a term that can be understood in various ways depending on
the individual. Some students may define success as obtaining high grades, achieving a
degree, and securing employment in a chosen career. Others, however, might view success as
a transformative experience where personal development, intellectual growth, and the
acquisition of critical thinking skills take precedence. According to Cottrell (2019), success is
subjective, and it can take on different forms depending on what an individual values most.
For instance, while one student might prioritize academic performance and qualification
attainment, another might place greater value on the opportunities for personal development
and the enriching social experience that university offers. Regardless of the specific
definition, the key to success in higher education lies in embracing the opportunities and
challenges that come with this new phase of education.

The Role of Independence and Maturity

One of the key differences between secondary education and higher education is the level of
independence expected from students. In secondary school, students are guided more closely
by teachers, who provide structure and support throughout the learning process. In contrast,
university education encourages a higher degree of self-reliance. Lecturers at university
expect students to take ownership of their learning, preparing in advance for lectures,
engaging in independent research, and participating in group discussions (Lizzio, 2006, as
cited in Griffith University Learning Futures, 2017). This shift requires students to develop a
sense of initiative and resourcefulness, which can be challenging for those accustomed to a
more structured learning environment.

At university, students are expected to manage their learning, accessing resources such as the
library, drop-in sessions, and online support materials (Griffith University Learning Futures,
2017). This autonomy is essential for academic success because, with large lecture sizes and
a focus on independent study, students must be proactive in seeking out the support they
need. For instance, taking the time before lectures to read textbooks, watch relevant
educational videos, or explore other resources helps build foundational knowledge that will
contribute to academic success (Vazquez and Chiang, 2016). In contrast, secondary education

, often lacks this level of independence, where students typically only engage with material
during class time or in teacher-led study sessions.

Moreover, the expectation of maturity extends beyond academic preparation. At university,
students must cultivate a sense of responsibility not only towards their studies but also
towards managing their time effectively. With fewer face-to-face interactions with tutors and
no strict monitoring of attendance or deadlines, it is easy to fall behind. However, if students
embrace this responsibility, the freedom to control their learning environment can
significantly enhance their academic performance.

Time Management: A Crucial Skill for Success

Another key expectation in higher education is the need for effective time management.
Unlike secondary education, where class schedules are often fixed and study time is largely
dictated by teachers, university students are required to manage their time more
independently. Many students find this shift challenging, especially when faced with study
days or fewer contact hours each week. According to Lizzio (2006, as cited in Griffith
University Learning Futures, 2017), it is essential for students to manage their time
effectively to meet the academic demands of university.

Time management strategies, such as the Pomodoro Technique, to-do lists, and creating study
schedules, can greatly improve a student's ability to balance academic responsibilities with
personal commitments. Categorizing time into "committed," "provisional," and "adaptable"
blocks allows students to structure their week in a way that ensures both academic success
and personal well-being. Committed time refers to fixed obligations, such as classes or work,
while provisional time can be adjusted according to personal needs, such as study sessions or
social activities. Adaptable time refers to the remaining hours, which students can use for
leisure or extra study (Williams, 2011). By organizing their time in this way, students can
better prioritize their responsibilities and avoid feeling overwhelmed.

However, this approach can be oversimplified as it doesn't account for external factors that
can disrupt a student's schedule, such as part-time work, family responsibilities, or
extracurricular activities. For example, in light of rising costs of living, many students are
forced to work part-time, which can significantly reduce the time available for studying
(Weale, 2023). Striking a balance between work, study, and personal life is essential, but it
can be difficult for students to navigate. If not managed properly, the overcommitment of
time to paid work can lead to academic underperformance. Furthermore, overworking—
whether in terms of studying too much or working long hours—can lead to ego depletion, a
state where cognitive resources are drained, leading to reduced productivity (Baumeister and
Vohs, 2007).

The Importance of Academic Skills

Higher education also requires students to develop a range of academic skills that are less
emphasized in secondary education. Critical thinking, for example, is a skill that is heavily
relied upon at university. Students are expected to analyze and critique ideas, break down
complex issues into their component parts, and use evidence to support or challenge
arguments. The ability to think critically and logically is essential for success in assignments
and exams. Furthermore, referencing is an integral part of university education, serving as a
means of demonstrating academic integrity. Proper referencing not only ensures that students

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