Induction of students to UKHE

  1. Definition.  
  2. Your role in student induction.
  3. Background context.
  4. Induction to university.
  5. References.
  6. Other useful sources of information.

 

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1. Definition 

A definition of induction is "an initial experience, an exposure that introduces one to something previously mysterious or unknown" (Gove, 1986).

2. Your role in student induction

After reading the following sections you should take some time to:

  • Before you arrive -  find out how the institution you will be working in inducts and supports new students.
  • On arrival - find out how you will be expected to participate in your institution's induction schemes for new students, and how you find out more about training to deliver these.

3. Background context

The engagement of students with higher education is influenced by many factors (Edward, 2003; Yorke and Longden, 2007; McInnis et al., 1995) with their expectations of the teaching and learning environment being partly driven by their life experiences (Ozga and Sukhnandan, 1998), their level of pre-university preparation (Lowe and Cook, 2003) and their previous educational experiences.  Further to this, students come into higher education at various stages in their lives, for various reasons and with differing objectives.  Any mismatch in expectations and lack of preparation means that students can find the transition to higher education difficult, which can impact on retention rates and their later success in academic study.  Some of the difficulties they face include:

  • Difficulty in adapting to university life; overwhelming size of the institution; anonymity of large class sizes; not understanding the wide range of support networks available; induction information overload.
  • Misunderstanding the difference in academic study skills and learning strategies from secondary education; not understanding what is meant by independent learning; misconceptions about the discipline; unfamiliar learning patterns.
  • Limited understanding of academic research, the contributions it makes to society and how it translates into teaching.

4. Induction to university

Traditionally in the UK the main emphasis of student induction, integrating students into the university, has taken the form of activities provided for students over the course of a week on arrival.  A difficulty of this approach is that information is often exchanged passively and intensively over a short period of time, meaning that the effectiveness in helping students adjust to higher education can be limited (Edward, 2003).  There has been significant growth in student numbers into HE in the UK over the last decade, and with the pressure to retain students many universities have evaluated their current induction systems.  Many now include pre-entry and transition activities as well as support for a prolonged period beyond their first week.

Pre-entry and transition

The student experience of university does not begin when they step onto campus on the first day of their first university year, but much earlier during the application and admissions processes.  Studies show that the more students know about their institutions and courses before enrolling, the less likely they are to consider dropping out (HEA, 2006).

Pre-entry and transition therefore covers all interaction with students from when they first consider applying to the university to when they have accepted an offer of a place (up to the start of the academic year).  Much of the support for this area of work is predominantly managed by recruitment and admissions teams, with departments / school academic degree programme teams becoming increasingly involved as the date of entry to the university draws closer.

By the end of this period, it is expected that students will have been offered support to help them make informed decisions about the specific student experience being offered by each university: what they might study; how they will learn; their long-term employment prospects; how their study can be funded; and how much it will cost etc.

Welcome weeks/early induction period

This covers activities provided for students on arrival (commonly referred to as either ‘Welcome Week', ‘Freshers Week' or ‘Orientation') and during the first few weeks at the university.  While there are variations between universities there are common themes, with presentations on course structure, library and IT systems, student associations, and central student services.  By the end of this period, students will have been welcomed to the university; introduced to their programme; be aware of the help available to support their learning; know how to plan university around any external commitments; and be aware of what social opportunities are available to them.  Such induction includes activities related to:

Capacity building - initiatives and / or information related to the development of prospective students' skills (e.g. study skills) and knowledge (eg information) which will enable them to engage effectively in their university course and life, with the focus on creating opportunities for students to become familiar with the HE environment.

Academic experience - initiatives and / or information to explain learning and teaching practices, assessment and feedback, the content of the curriculum and the development and organisation of the curriculum. 

Social experience - initiatives providing information, advice and guidance with regards to the social experience of university life, some using newer forms of social media such as Facebook and Twitter.

Professional services - information about the whole host of professional services such as student services, accommodation services, disability services, careers services, marketing and recruitment, admissions, outreach and widening participation units that students may need to engage with.

Ongoing induction

It is difficult to determine when induction to the university should stop, as students have changing needs as they progress through their academic experience.  Their whole university period should therefore be viewed as an ongoing induction experience delivered by academic programme teams with support from central services where needed.  The aim is to enable students to develop the necessary learning skills to complete their programme of study successfully; become active members of the university community; and make effective transitions into the next stage of their lives.

5. References 

"Edward, N. S., 2003. First Impressions Last: An Innovative Approach to Induction. Active Learning in Higher Education, 4, 226. Sage Publications.

Gove, P. B., 1986. Webster's third new international dictionary of the English language. Springfield: Merriam-Webster Inc.

Higher Education Academy (HEA) 2006 ‘The First Year Experience Survey'.

Lowe, H., & Cook, A., 2003. Mind the Gap: Are Students Prepared for Higher Education. Journal of Further & Higher Education 27(1): 53-76.

McInnis, C., et al, 1995. First Year on Campus: Diversity in the Initial Experiences of Australian Undergraduates. Melbourne: Melbourne University Press.

Ozga, J., & Sukhnandan, L., 1998. Undergraduate Non-Completion: Developing an Explanatory Model. Higher Education Quarterly 52, 316-33.

Yorke, M., & Longden, B., 2007. The first-year experience in Higher Education in the UK. Higher Education Academy.

Other useful sources of information

‘Enhancing the Student Experience' Policy Report, 1994 Group, 2007: www.1994group.ac.uk/documents/public/SEPolicyReport.pdf.

Hutchings, M., 2003. Information, advice and cultural discourses of higher education. In Archer et al., Higher education and social class, Routledge.

Manchester Metropolitan University (MMU) Student induction and transition project: Framework for the management of student transition and induction, July 2009.

National Audit Office, 2007. Staying the course: the retention of students in higher education, NAO.

The National Student Forum Annual Report 2008.

The House of Commons, Innovation, Universities, Science and Skills Committee Report on Students and Universities: 11th Report of Session 2008-09, July 2009; Stronger Together: business and universities in turbulent times.

Office for Fair Access, December 2009. One Step Beyond: Making the most of postgraduate education. Smith et al. March 2010.

Securing a sustainable future for higher education in England. An independent review of higher education & student finance in England. October 2010.