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Rethinking the concept of induction the student perception

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Title: Rethinking the concept of induction the student perception


1
Re-thinking the concept of induction the
student perception
  • Barbara Walsh
  • Dr Don Cock

2
The transition was to
  • Provide optimal support
  • Enable students to find their feet
  • Generate fun
  • Enhance engagement with the subject
  • Further personal learning journeys
  • Tinto (2002) states the ability of an
    institution to retain students lies less in the
    formal programs they devise than in the
    underlying commitment toward students which
    direct their activities.

3
Website Design
Movies
Movies
SD1012
Debates
Debates
Google Map
SD1020
Key Readings
Key Readings
SportsLinx
Tutor Meetings
SD1021
Concept Map
Concept Map
Concept Map
Personal Shield
HS 1st Aid
HS 1st Aid
HS 1st Aid
SD1019
Reflective Essays
Reflective Essays
Reflective Essays
Pedometer Research
E Portfolio
Cartooning
Practitioner Talks
Practitioner Talks
Practical Activities
Practical Activities
SD1018
4
Key literature around students and induction
  • This student-centred, gradual approach to
    induction as Billing (1997) suggests, is
    accepting the widening diversity of students
    needs, the importance of articulation to students
    of personal roles and responsibilities, of
    avoiding information overload and the importance
    of connecting the induction activities to
    programme content and ethos.
  • A 'gap' or 'gulf' is often experienced when
    aspirations and expectations of university are
    compromised by the students actual experience in
    the first few weeks of study (McInnis and James
    1995)
  • The feelings associated with transition include
    excitement, anxiety and confusion (Brookes 2003)
  • Longdens (2006) findings relating to academic
    boredom caused by low contact hours
  • Johnson (2001) reported smaller groups within
    larger cohorts, exhibited greater cohesion,
    confidence and assimilation into the institution

5
Tracking the students views
  • Students filled in weekly questionnaires
  • Two groups (n20) undertook focus groups at week
    1, 3 and 5
  • Overall questionnaire was completed at the end
    of week 5

6
What we found
  • Introspective and subject-based engagement with
    scholarship
  • Inter-relational engagement
  • Relationships with staff
  • Relationships with peers

7
Introspective and subject-based engagement with
scholarship
8

Enjoyment seemed to be impacted by
  • Understanding the purpose
  • I like the fact that we have been watching the
    films a lot, they have a purpose and we have been
    learning though watching them (Focus Group Week
    3
  • Variety / novelty of sessions
  • A variety of activities meant that there was
    always something different to do. (Questionnaire
    Week 5)

9
  • I was not expecting to do so much work in the
    first week but maybe thats a good thing, I
    needed the extra pushI thought it was going to
    be sitting down, doing all the admin stuff and
    getting lectured on what they expect from us all
    the time. They have done it though lots of little
    practicalsmade it clear you get out what you put
    in. (Focus Group Week One)

10
Inter-relational engagement relationships with
staff
  • At the start of the transition
  • We are going to be close with our tutors, they
    seem enthusiastic and help to get you motivated
    (Focus Group Week 1)
  • they all seem like they are here for us. (Focus
    Group Week 1)
  • At week 5
  • 92.3 rating helpfulness good or very good
  • 55.1 of the sample felt that a sense or a
    strong sense of connection with staff
  • I think the staff have done a brilliant job,
    whilst being very entertaining and helpful
    (Focus Group Week 5)
  • It would be better if my tutor was there more
    often rarely see them. (Questionnaire Week
    5).

11
Inter-relational engagement relationships with
peers
12
Inter-relational engagement relationships with
peers
  • At the start of the transition
  • I like that they put us in our tutor groups on
    the first day so we have started to get to know
    people as well- which has been a key thing for
    me, getting to know everyone in the first week
    (Focus Group Week 1)
  • At week 5
  • would be nice to get to see more people in
    different groups (Questionnaire Week 5)

13
Overall what we found
  • the integration of intensive, supported
    activities combining individual, social and
    academic perspectives of the early weeks of
    University life, has elicited an encouragingly
    successful programme.
  • strong evidence that transition programmes should
    encompass as much variety of activities as
    possible novel sessions may also be received
    well
  • imperative that personal tutors of first year
    undergraduate students are committed to the
    process of transition facilitating an enhanced
    sense of belonging
  • students reacted positively to demanding
    workloads and intensive timetables, although the
    long-term impact on progression, performance and
    retention is unclear

14
Transition into L1
Some of my fiends at other Unis have gone
into 3 hour lectures and dread going in, they ask
me what I have been doing and Ive been having
fun. Some of them didnt get an induction at all
and we get 5 weeks.. Its very enjoyable. Not
messing around, its practical learning. It is
letting us realise we do know the answers to some
of the questions we just need to broaden our
knowledge and made us realise we can learn in
different ways. Year 1 SD week 3
15
References
  • Billing, D. (1997) "Induction of students to
    Higher Education." Innovations in Higher
    Education and Teaching International,
    34(2),pp.125-134.
  • Brooks, M. (2003) "Evaluating the 'student
    experience' An approach to managing and
    enhancing quality in higher Education." Journal
    of Hospitality, Leisure, Sport and Tourism
    Education ,2(1),pp.17 - 26.
  • Johnson, V. (2003) The first ten years the
    Napier University student retention project,
    paper presented at Middlesex University
    Mini-Conference on Student Progression and
    Retention , Middlesex University, 9 December.
  • Longden, B. (2006) "An Institutional Response to
    Changing Student Expectations and their Impact on
    Retention Rates." Journal of Higher Education
    Policy and Management, 28(2),pp.173- 187.
  • McInnis, C James, R. (1995) First Year on
    Campus Diversity in the InitialExperiences of
    Australian Undergraduates, Canberra AGPS
  • Tinto, V. (2002). "Establishing Conditions for
    Student Success." Presented at the 11th Annual
    Conference of the European Access Network, Monash
    Univeristy, Prato, Italy, June 20.
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