Introduction
The purpose of this Toolkit is to enable Schools to develop and implement good practice in student induction and supporting students as they encounter the various transition points in their programmes.
High-quality induction and transitional support provide the foundation for a successful and satisfying experience at University. It is known to be key in supporting student retention by fostering an environment within which the student feels supported and able to access help to overcome any difficulties which may be encountered.
Much of the information provided for students at induction is contained in programme handbooks and websites etc., however, key elements should be brought to their attention at the earliest and most appropriate opportunity.
Developing induction programmes
When developing induction and transitional programmes it is important to consider whether activities often undertaken in the first two weeks or so might be better delayed.
Research amongst students suggests that this introductory period is the wrong time to undertake a library tour and that interactions with the library may be more effective when the student has a specific project, such as a first essay, in mind. The Academic Engagement Librarians can offer post-induction 'library discovery' sessions to students which are tailored for each discipline. Please get in touch with your FTL if you wish to organise a session for your discipline.
Focussing on induction as an event can lead to 'information overload' for students, but seeing induction as a longer-term process will help to ensure that information is delivered to students when it is of relevance to them. Social integration of students is also essential; socially isolated students and those students who feel that they don't belong are more likely to leave.
Transitions
In addition to transitions which occur at predictable points throughout the student life-cycle, there are some transitions to be made which are not sequential, e.g. the return to study from interruption, when care must be taken to facilitate the re-introduction of the student with the programme of study, and also with the peer group (which may well have changed with the progression of the original peer group).
Contingency plans should also be put in place for students arriving late.
Students commencing their programme of study in years other than the 1st year must receive induction containing the main information elements and assistance with their integration into their cohort and with meeting the relevant staff.
Distance learning students should get induction appropriate to their mode of study at an appropriate time.
As students enter the second and final years of their programme, it is essential to provide them with the necessary re-orientation to equip them for the changed expectations and priorities, relevant activities such as careers and employability skills development; research methods and management and dissertation/project guidance should be included.
Students who are going on a year abroad / placement should be provided with the appropriate induction to assist with their preparations for the transition as well as being prepared to adapt rapidly on their return.
Do's and dont's
Induction should:
- be a process, not an event, focussing on points of transition in the student life-cycle from application to graduation
- foster a sense of community and belonging to the academic, social and residential groupings of which the student is a member
- incorporate welcome, orientation, social integration and academic integration, recognising the different periods of time over which these might take place
- support students in making the transition to study in HE in the UK from their previous learning experiences, whether in the UK or internationally
- clarify students' expectations of studying at the University of Manchester, and the University's expectations of them
- enable students to engage with and develop an understanding of the factors which contribute to academic success, including developing an awareness of their own strengths and weaknesses in terms of skills and knowledge
- be a process in which students actively participate
- enable students to be active members of the University, gaining the most benefit possible from their student experience here as well as contributing to the University community
- take account of and provide for students following interdisciplinary programmes of study
- take account of and provide for students studying part-time, at a distance or on split sites
- provide the opportunity for evaluation and review
Students do not want:
- information overload
- conflicting information
- to be confused about the difference between registration and induction
- to miss out on anything because they did not know about it or through the timetabling of events
By the end of the first few weeks students should have been welcomed to the University; introduced to their programme; be aware of the help available to them, and be aware of the social opportunities available to them.
Ongoing induction
Ongoing induction should enable students to develop the necessary skills to complete their programme of study successfully and become active members of the University community. There are key points in the academic year which are often stressful for students and when they are most likely to be vulnerable and in need of extra support. These include the lead up to and during the assessment/exam periods; results periods and resits, and the return to University after the vacation periods.
You may also wish to see the Induction and Transitional Support pages on the Teaching and Learning Support Office website.
(Some of the text above has been taken from the 'Framework on Induction and Transitional Support for Students' document, Sept 2007, University of Manchester).