Practice and policy to enhance student induction and transition: a case study of institution-wide change

Abstract

This case study gives an analytical account of institutional development in induction provision. Driven by student experience concerns, a London post-1992 University set up an 'enhanced induction project' to provide a more integrated, personalised approach through more coordinated processes. In a large, diverse context, university-wide working is problematic; issues about control and autonomy are illustrated by this action research. Significant change has been achieved in a developmental process shaped by and revealing the interplay of differing organisational cultures. Critical reflection on change management, from practice and strategy to policy and embedding, draws on a range of work on organisational cultures.

Motivation, Induction and Challenge: Examining the Initial Phase of International Students' Educational Sojourn

“…Recognizing the potential for anxiety and stress experienced by international students starting a course in a new country, HEIs place a large emphasis on the induction processes as a way of effectively combatting any initial problems in the university experience of international students (Alsford & Rose, 2014;Andrade & Evans, 2009;Ramachandran, 2011). A positive student experience during the induction phase of the course can be potentially beneficial to both students and the institution in terms of retention and outcomes (Spencer-Oatey et al, 2014).…”

“…The feedback of Neil hints at the potential impact of the nonacademic factors facing international students both upon on their arrival and throughout their time at university; touching on a range of important practical issues (Wu et al, 2015). Additionally, the opportunity to quickly begin mixing with other students during the induction week (Alsford & Rose, 2014) was also welcomed:…”

Student Satisfaction with Admission and Induction in the UK Private Higher Education Sector

“…HEIs emphasise the admission and induction processes to effectively attract new students with ease and satisfaction with the admission process and retain students with the satisfaction of induction as one of the critical factors for student retention. Induction generally helps combat initial problems in students' university experience, particularly for international students (Alsford & Rose, 2014;Andrade & Evans, 2009;Ramachandran, 2011). A positive student experience during the academic induction phase can potentially help both students and the institution in terms of retention and outcomes (Spencer-Oatey et al, 2014).…”

“…However, many researchers recommended solutions that only address students' surface-level engagement and lack of lived experience when attending induction events (Wise et al, 2018). Alsford and Rose (2014) researched the experience of new students at their institution. They presented a compelling argument for moving away from "information transmission" models of induction and toward a student-centred approach, resisting the urge to overwhelm students with information when they first enrol in the university.…”

Escape the welcome cliché

“…However, many proposed solutions offer what may be considered surface-level engagement and fail to consider the lived experience and real needs of students attending university induction events. Alsford and Rose (2014) researched the experience of new students at their institution and make a convincing case for moving away from 'information transmission' models of induction and towards a student-centred approach, resisting the temptation to tell students everything we want them to know upon arrival at university. A move towards student-centeredness is evident in the work of researchers who have considered the 'whole' student and their induction experience, and who therefore argue for the facilitation of social interaction during induction activities.…”