ABSTRACT
This introduction presents an overview of the key concepts covered in the second part of this book. The second part of the book explores the changes in learning engagement of Finnish university students as they move from their first year of university study to their second. It introduces the Engagement Evaluation Questionnaire (EEQ) used to monitor the students' learning experience. The book investigates the question of the degree to which higher education actually succeeds in promoting deep and self-regulated learning strategies in students and how it is influenced by prior learning and gender. It focuses on transitions in veterinary education, and how learning strategies, time management and stress influence the educational transitions within the preclinical context of veterinary students. The book also explains the barriers to be overcome by first-degree graduates who are studying for a Master's degree in another country.
