The paper "Reasons for Studying at the University" is a wonderful example of a report on education. Getting the chance to attend a university is considered to be quite an achievement on its own. According to Billet (2011, p. 20) attending a university provides the student with the improved prospects of different jobs as a benefit, because of being exposed to different disciplines. However, there are various reasons as to why I decided to study at the university. This was however incited by certain elements in my life that motivated me to apply for a chance to attend university.
Back then, as I made the application my view of life and university studies might not have been as critical and insightful as it is now that I am in a University. The goals that I had set as I joined the university were not so solid, there were much more inclined to passing the examinations and acquiring a degree. The principal reason for joining the university back then was in order to get a good job after the completion of my study.
This is due to the notion that when one completes their university education there is a higher chance of being hired in a white-collar job in big organizations. The other immediate reason for my application was to increase my knowledge and understanding. This is because of the numerous facilities that are readily available at the university. Some of the new things that were to be expected at the universities included socializing and making ties with elite people, including the professors. I knew this was a place where I could meet solutions providers and professors; people who were experts in various fields, and who would come in handy in my life.
It would also be interesting to hold talks with such individuals since they would enable me to see a different perspective of pertinent issues in society. For instance, imparting knowledge of various fields that I do not undertake on me, explaining the reasons why some words are considered obsolete. I also believe that an individual is endowed with respect from others who attend the university. This is because the world views the experienced in studies as the elite who are respected and seem to live a better life than that of the uneducated people.
Therefore, attending the university seemed to be a very noble idea since at the end of it all, with the effort put in, I would be able to graduate. This would be my pathway to gaining knowledge that would assist me in the business world especially during times when the unemployment rate is on the increase. Past Learning Practices and How and Why they Have Evolved I do not have previous experience with tertiary education; however, I can link my previous education to that in high school, where learning was somehow different from the university learning practices.
In high school, learning was more individualistic than group work. Hence, individualistic learning is highly encouraged in high schools. In most cases, one had to do individual assignment and the library was the preferred place to do research for the assignment. Students rarely consulted teachers except on technical subjects like mathematics. In a high school, the age bracket is almost the same, and rules were strict; therefore, studying was mandatory and there was the patronage of teachers to ensure that everyone attended classes and had done their assignment.
This patronage created the illusion of education being more like a punishment. High school students carry out their assignments but not as keen and careful as they are intended. However, at the university, there exists no patronage, and students carry out their assignments enthusiastically since there are multiple sources of reference. Eugenia (2010), states that contrary to formal learning in high schools, University learning offers the student the chance to manage his or her time which is a vital skill in life.
Another difference between my current learning practices and my former learning practices in high school is that some subjects were mandatory. This means that no matter your career aspirations one was required to take those subjects. This resulted in a lack of enthusiasm from some students and a negative attitude towards high school in general. This brought about the tendency to concentrate on subjects that one thought would be prerequisites for the study of envisioned courses at the university.
At the university, however, one rarely neglects certain units, as they are mostly interrelated and are within his chosen course. The university offers a learning environment where you are allowed to make your decisions, which is not the case for high schools where one is pressured into following strict guidelines and rules. Despite this, the classroom environment was not as tense as that at the university due to the minimal number of students per class. This was good as one had the ability to consult a teacher personally during a class session and the teacher would be able to offer guidance to individuals.
At the university contrary to the individual guidance available at high school, it is rare for lecturers to offer individual guidance in the lecturer rooms; one has to make a point of consulting the lecturers in their offices. The approach I had in high school was simplistic, such that there was no critical thinking. However, this has changed while at the university as now I do more thinking and consideration of all factors before solving problems.
Hence, this made me realize that a problem could have more than one facet.