Rethinking the concept of induction the student perception

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Re-thinking the concept of induction the
student perception

• Barbara Walsh
• Dr Don Cock

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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.

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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
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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

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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

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What we found

• Introspective and subject-based engagement with
  scholarship
• Inter-relational engagement
• Relationships with staff
• Relationships with peers

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Introspective and subject-based engagement with
scholarship
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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)

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• 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)

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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).

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Inter-relational engagement relationships with
peers
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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)

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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

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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
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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.