{'fraction_non_alphanumeric': 0.014150943396226415, 'fraction_numerical': 0.0, 'mean_word_length': 5.934640522875817, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Growing Up, Moving On? University and the Transition to Adulthood

This chapter expands on the discussion of generational encounters with Higher Education, by indicating some ways in which current and prospective students articulate their expectations, hopes, aspirations and experiences of ‘going to University’. It discusses the implications for the relationship between academics and students in a context where transition to adulthood is delayed. As Universities have become more explicitly situated as institutions geared towards socialisation and the inculcation of a distinct set of values and attributes, relations between academics and students have become increasingly formalised. The concern that students’ need for pastoral support and concessions is both provided and regulated has added layers of bureaucratic restriction and accountability to interactions between staff and students. The chapter explores the ways in which these processes impinge on the interaction between academics and students, interposing a distance between the generations.