Title: Rethinking the concept of induction the student perception
1Re-thinking the concept of induction the
student perception
- Barbara Walsh
- Dr Don Cock
2The 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.
3Website 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
4Key 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
5Tracking 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
6What we found
- Introspective and subject-based engagement with
scholarship - Inter-relational engagement
- Relationships with staff
- Relationships with peers
7Introspective and subject-based engagement with
scholarship
8Enjoyment 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)
10Inter-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).
11Inter-relational engagement relationships with
peers
12Inter-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)
13Overall 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
14Transition 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
15References
- 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.