The current study aims to demonstrate how Viktor Frankl’s theory of “Meaning in Life” can be applied in a higher education setting. Its overarching objective is to determine whether there are differences between the meaning systems of first-year students who scored high on the Purpose in Life Test (PIL) from those who scored low. A stratified sample of two groups, 10 students with high PIL-scores and 10 students with low PIL-scores, was selected from 101 participants. Semi-structured interviews were used to gather information.

A computer software package (NUD*IST) was used to analyse the interviews. The discourse analysis revealed the presence of more meaningful avenues (i.e. what they want to give to the world, what they take from the world and their attitude towards an unchangeable fate) amongst students who scored high on the PIL, and lack of meaningful avenues in students who scored low on the PIL. What is distinctive about participants with higher PIL scores is that, they see meaning in their studies, are more interested in providing service, and they maintain positive attitudes. On the contrary participants who scored low on the PIL don’t see meaning in their studies, are more interested in money and status, and they tend to hold negative attitudes. In the end it can be concluded that, as a result of their more positive outlook towards life, first-year students with a high sense of meaning are better adjusted at university than those with a low meaning.

The findings of this study may contribute to the development of intervention programs aimed at improving the sense of meaning (the creative, experiential and especially the attitudinal meanings) of young people. Considering the important contribution of values in the meaningful adjustment of students at university, we should use more time and energy to promote them.