ABSTRACT
This chapter is intentionally constructed around the voices of the research participants, with scant reference to the theoretical topics that have been the focus of earlier chapters. Therefore the chapter begins by introducing the participants to the reader. Here, the focus is on describing the broader context in which the participating students are located. Academic behaviour was the readiness domain about which students most commonly made mention. This domain refers to skills such as time management, study skills, working in study groups, setting goals, self-awareness of academic strengths and weaknesses, and persistence when academic tasks are challenging. Although the development of many of these academic behaviours is related to maturity, Conley reminds us that these skills can also be systematically developed during the high school years so that learners have a greater chance of academic success. The multidimensional model of university readiness proposed by Conley provides a helpful organising framework for presenting the voices of students and learners.
