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4especially compared to secondary schools, the university “institution” is a fractured one. Faculty, administrative policy, and peers may sometimes have quite different approaches to the university experiences and expectations, and if new students are not given guidance on what lessons to learn from each of these institutions, success may become more difficult. It will be necessary to actively and respectfully assist new students in:• Creating positive relationships with peers and faculty• Learning the “ways of thinking” expected of and required by successful university studentsIn essence, new students̶and especially these first-generation students̶will need to be taught how to be a successful university student, not only in terms of “hard skills” like study skills, time management, and so on, but in terms of “soft skills” like relationship management and basic expectations vis a vis communication with faculty and preparation for and attendance of class.Implications for Practice There are two important considerations to keep in mind about this process: not only the students’ experiences and approaches to education that they bring with them, but just as importantly, the experiences and ways of thinking about education that the faculty brings to the equation. Students’ ways of thinking about education, as we have seen, are deeply-ingrained approaches that limit how they are able to interface with education. Their learned norms of passivity are likely unexamined, and students see them as “they way education is done”̶unlearning these logics requires respectful training and attention. But at the same time, university faculty have their own institutional logics, created by their own particular backgrounds and histories̶backgrounds and histories that are certainly quite different from those of their students. Japan’s move to universal access to higher education has occurred only in the past 20 to 30 years, and faculty beyond a certain age will have attended university in a very different setting, when the culture at large had quite different approaches to and ideas about higher education. Likewise, it can be argued that becoming university faculty self-selects for individuals with skills and backgrounds that help ensure success at university and beyond. In short, university faculty are likely to be approaching university education with a very different set of assumptions than their students. It is important to consider that the institutional logics held by faculty and by students are equally ingrained, often equally unexamined, and potentially equally unable to comprehend a differing point of view. Indeed, within the institutions that created them, these ways of thinking are equally valid. This does not mean that students should not be taught ways of thinking that will help them succeed at university. Rather, it means that faculty must be open to the idea that student approaches to higher education that lead to unsuccessful outcomes are not necessarily due to some deficiency on the students’ part. Modern faculty must instead be open to the idea of teaching their students skills and ways of thinking about education that are in some sense quite fundamental̶so fundamental that their own faculty, in their own university days, did not have the job of teaching them. Faculty must respect their students’ experiences and points of view, and understand how difficult it may be to teach them a way of thinking about education that is compatible with success at university. They need to appreciate that their jobs as educators may be quite different from the job that their own professors had in the past: higher education has changed, and faculty may need to teach students “how to be students” in ways that they did not need to be taught when they were students themselves. ReferencesThornton, P., Ocasio, W., & Lounsbury, W. (2012). The Institutional Logics Perspective: A New Approach to Culture, Structure and Process. Oxford University Press on Demand.Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. The Journal of Higher Education (59), 4, 438―455.Trow, M. (2010). Reflections on the transition from elite to mass to universal access: Forms and phases of higher education in modern societies since World War II. In M. Burrage (ed.), Martin Trow: Twentieth-century higher education (pp. 556―610). Baltimore, MD: The Johns Hopkins University Press.