Abstract

This paper purpose is to understand faculty’ representations of first-year students’ commitment to learning in Chilean Higher Education. The participants were sixteen professors who teach first-years students. Data was collected through semistructured interviews, and the corpus was analysed through Semantic Structural Analysis. Results show, the variety of students as perceived by faculty, and their diversity in their commitment to learning. It is discussed that this kind of understanding might be an obstacle to transforming effectively undergraduate students learning experiences.