For some reasons some replies have come to my inbox... There is an answer of Ludwig Combrinck (https://www.researchgate.net/profile/Ludwig_Combrinck/).

"I see a big jump here in South Africa. Especially in the case where a research thesis is undertaken for an MSc or PhD, and the student has not been exposed to reading up, thinking/understanding, filtering information to what is appropriate, utilising it appropriately, writing (this can be terrible) and moving from there into a research frame of mind. They seem to be stuck in a mode where they think the supervisor will produce the next step every day, as in attending lectures. Of course it differs between individuals, but in general, most of them can benefit from a 3 month how to read/think/write course.

So, some of them know this, by intuition mostly, and shy away from moving into postgraduate work. These who feel insecure, could have been prepared and may then have decided to continue. Courses where students have to do a research project and write it as a paper/mini dissertation have a much better start as well."

Transition from undergraduate program to graduate school is easy if student have developed the necessary skills... effort and ability to overcome difficulties.

There is not much problem in this transition. My opinion about that 'scary' feeling is lack of aptitude.

The transition is mostly smooth for local students and they can narrow the jump but can not overcome it completely. The transition gets more difficult if the student has to study in another country but still for the first few months and most students overcome it.

@Pavel, Your story remembered me when I was Graduate Teaching Assistant and, at the same time Ph.D student. It was fine period of life in USA.

It is, in general, smooth process, but always there are exceptions. I knew some who had left the graduate study, but their number was negligible!

Another answer that came to my mailbox yesterday:

"Dear Pavel

This transistion, in the initial phase presents uncertainties and difficulties to adapt the innovations of the new course. Are usually due, in some situations, the wrong choice of course, young age and the perception that the new course is a long way and that the financial reward will be a great time. It is necessary for all interested in doing post graduation be better evaluated in interviews prior to attending the new course"

by Nelson Elias.

@Ali Elkarmi:...The transition gets more difficult if the student has to study in another country…

In North America, the transition to graduate studies is manageable for an international student, provided the student has a good command of English. My own experience indicates that most graduate students cope quite well because they are accustomed to hardship and eager to study the ins and outs of a research topic.

I tend to think that there is a discontinuity due to:

* University departments tend to emphasize different concepts and skills within a field of study. This makes for a variety of students with differing skills when they enter graduate studies.

*The level of requirements vary considerably between universities to enter graduate studies, depending on the focus of the Masters/Doctoral area

* The transition from guided undergraduate to independent research is not obvious and most professors do not teach this transitions and since they did not receive any training they do not impart any training because "it is part of the growing pains". I think this transition is not obvious and should be taught as undergraduates get to senior level courses.Students are not taught :

-Effective literature review skills

-How to read a journal paper efficiently

- What is the difference between reading a book and reading a paper

- How to make good experimental setups

- What statements need proof or be supported by the literature

-Good writing skills and paper structure

These are all assumed and the student looses a lot of time trying to understand these concepts when they can be taught relatively easy.

From someone who went through without stopping until I reached my Ed.S. and am working on Ph.D. I would say that part of the difficulty for students may be that they may not have done well and applied themselves in undergraduate school then when going on further they are expected to know how get the juice from the lemon and do so efficiently. Some people are just meant to go on aspiring to higher levels. I am glad I had professors who did not "spoon feed me" what I needed to know but encouraged me to go out and seek the answers for myself. I learned to be a critical thinker and how to use that knowledge.

Like others have said previous to my answer, if you are studying abroad you face more challenges and some of them may be the basic necessities of life beyond answering research questions.

I know I had to out and take some basic writing courses but I looked at it as this is making me better. So, maybe that is how we should be encouraging those that are just beginning the graduate work. Give them a gift of a paradigm shift away from they will carry me through to this is me and I can make a difference and shape the world!

Great question!

I would not describe the transition as smooth, but it is manageable.

Our students often report the following concerns in making the transition from undergraduate natural science majors to graduate studies in Biomedical Sciences:

- Increased volume of material covered over a shorter period of time

- Increased detail in the types of information to be learned

- Increased expectations of ability to not only know but to manipulate and use new information

- Adapting to essay examinations from predominantly multiple-choice examinations (increased focus on language skills and critical thinking practices, reticence to take an intellectual stand and make a compelling argument)

- Resistance to changing learning styles and study methods that were successfull in undergraduate school.

- Resistance to meeting individually with professors to seek assistance where needed (often not available in larger classes at undergraduate school but important in making progress in the smaller classes in graduate school).

In a number of instances the transition could have been eased by increased rigor and training/evaluation of writing and critical thinking skills in undergraduate school. Large classes and insufficient numbers of faculty at those institutions may take a toll on student preparedness for graduate school. In all cases, adapatability of entering students is a key attribute that is difficult to assess in a standard admissions process.

We have established learning communities for our incoming students to introduce them to these issues in transition and to provide some support in making adjustments. We also provide a year-long course in critical thinking and scientific communication. Both faculty and near-peer mentoring have significant potential for easing this transition.