@article{MahIfenthaler2017,
  author    = {Mah, Dana-Kristin and Ifenthaler, Dirk},
  title     = {Academic staff perspectives on first-year students' academic competencies},
  series = {Journal of applied research in higher education : JARHE},
  volume    = {9},
  journal   = {Journal of applied research in higher education : JARHE},
  number    = {4},
  publisher = {Emerald Group Publishing Limited},
  address   = {Bingley},
  issn      = {2050-7003},
  doi       = {10.1108/JARHE-03-2017-0023},
  pages     = {630 -- 640},
  year      = {2017},
  abstract  = {Purpose: The purpose of this paper is to examine the expectations, perceptions and role understanding of academic staff using a model of academic competencies (i.e. time management, learning skills, technology proficiency, self-monitoring and research skills). Design/methodology/approach: Semi-structured interviews were conducted with ten members of academic staff at a German university. Participants' responses to the open-ended questions were coded inductively, while responses concerning the proposed model of academic competencies were coded deductively using a priori categories. Findings: Participating academic staff expected first-year students to be most competent in time management and in learning skills; they perceived students' technology proficiency to be rather high but their research skills as low. Interviews indicated a mismatch between academic staff expectations and perceptions. Practical implications: These findings may enable universities to provide support services for first-year students to help them to adjust to the demands of higher education. They may also serve as a platform to discuss how academic staff can support students to develop the required academic competencies, as well as a broader conversation about higher education pedagogy and competency assessment. Originality/value: Little research has investigated the perspectives of academic staff concerning the academic competencies they expect of first-year students. Understanding their perspectives is crucial for improving the quality of institutions; their input into the design of effective support services is essential, as is a constructive dialogue to identify strategies to enhance student retention.},
  language  = {en}
}