NTU Programme Induction Guide (2010 version)


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This resource was developed for programmes at NTU to improve their induction practice. It is based on student feedback gathered during Welcome Week in 2005, 2006 and 2007. The advice will be periodically reviewed

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NTU Programme Induction Guide (2010 version)

  1. 1. New Student InductionA Guide for StaffStaff resources available athttp://www.ntu.ac.uk/CASQ/quality/welcome_week/index.htmlNottingham Trent University This version: June 2010Programme induction short guide page 1 of 16
  2. 2. IntroductionThis guide is intended to support staff developing programme inductions for newstudents. It has been primarily written with the needs of new undergraduatestudents in mind although we believe many of the principles will be relevant topostgraduate students too.We suggest that programme induction needs considering as one aspect of theStudent Life Cycle model (see below) and suggest that staff consider induction aspart of the wider issue of transition into HE that also includes ‘pre-entry activities’and ‘first term’. We would argue that even the most-outstanding induction weekwill do little more than introduce students to themes about new ways of learningand so feel that transition activities need embedding throughout the first termand, in some instances, first year. Aspiration- raising Pre-entry Employment activities Moving through Induction the course First term/ Semester After Layer, G., Srivastava, A. & Stuart, M., (2002)New Student Induction at NTU: A SummaryOverall, NTU does well at inducting new students. Each year in the annualWelcome Week survey, students consistently regard the university highly (over80% of students rate the welcome they receive as 7+ out of 10) and speakpositively about the professionalism of the welcome they receive. Students givepositive feedback about their programme induction, but there is considerablevariation between schools. We have included an appendix showing the feedbackabout different aspects of new student inductions at the end of this document.In addition, there is increasing evidence that the difference between theeducational experiences in further education/ VI form college is significant. Gapsin subject knowledge are more widely known about. Increasingly, there isevidence that there are significant gaps in the skills and autonomy developed,and approaches to study in post-16 education that can lead students tomisinterpret the experiences they encounter in the first few weeks of term,particularly during programme induction.Nottingham Trent University This version: June 2010Programme induction short guide page 2 of 16
  3. 3. Student Feedback about Programme InductionsIn 2006, students’ comments from the Welcome Week survey were analysed andfive main threads were identified about what they felt was the purpose ofprogramme induction. The threads were: 1) Students wanted greater knowledge about what the programme induction involved 2) Students wanted significantly greater opportunities to make friends/ develop relationships during programme induction 3) Students, particularly mature students, wanted a programme induction to take into account existing needs such as childcare 4) Students wanted to understand what their programme would be like and understand the levels that they’d be expected to work at 5) Students wanted to understand how their programme would benefit their future careers and life plansIn February 2008, fifteen students took part in three separate focus groups todiscuss themes for programme inductions. They were: • Interviewed about their own experiences • Asked to evaluate five sample induction programme timetables • Asked to consider the five themes listed above, decide whether or not they were the most relevant issues and prioritise themHowever the students decided that the most important priorities for programmeinductions were: 1. Opportunities to make friends 2. To be told in advance what their induction involves 3. To understand what kind of learning is involved and be reassured that they’ll cope 4. To be reminded how their course will benefit their future plans 5. The programme to fit around their other commitments, such as family and employmentIdeas about how to facilitate the five priorities are listed in the following pages.Whilst there are clearly other factors to consider, these five give programme staffsomething useful to design an induction programme around. We have notdiscussed some of the important administrative functions such as making modulechoices, or embedding activities such as talks from the Students’ Union orStudent Support Services, etc. as we feel programme teams already understandNottingham Trent University This version: June 2010Programme induction short guide page 3 of 16
  4. 4. the issues here. Ed Foster (ed.foster@ntu.ac.uk ext 88203) from the WelcomeWeek planning team is happy to come and talk to staff at any time aboutprogramme induction.Feedback gathered following Welcome Week 2009As part of the ongoing review of programme induction, we ask students to reflecton their experience of induction. In 2009, following feedback from the academicschools, we asked for feedback against the following 8 criteria:Criteria % of students Score in 2008 who rated the experience as 4 or 5 out of 5 (positive or very positive)1. My lecturers/ tutors have been supportive and 81% 78%approachable2. My course induction has explained what kind of 73% Not asked inlearning I will engage with 20083. My course induction has left me feeling 70% 75%motivated to study4. My course induction was well organised 68% 67%5. My course induction has given me a clear idea 61% Not asked inabout how my course can help me achieve my 2008future goals6. I found my course induction interesting 59% 57%7. My course induction has provided me with the 58% 66%opportunity to get to know others on my course8. My course induction has given me the confidence 54% Not asked inthat I will be able to cope with my studies 2008Overall the feedback is positive.Clearly students feel that tutors are approachable and that the induction gave aflavour of what was to come. Induction appeared to be less successful atpromoting confidence amongst students. Perhaps that’s quite realistic, theevidence suggests that confidence comes once students start to understand howthey are expected to work and have received feedback confirming that they areon track (Lowis & Castley, 2008). We’re therefore quite sanguine that studentsgive the response that they have.We were interested to note that the feedback about future goals was quite low,and that students felt that programme inductions could have been moreinteresting. This may be due to the fact that students are contrasting it with thebusy social whirl of Welcome Week, but nonetheless, we would request that staffstrive to create interesting activities in the first week.The score we are most concerned about is the one connected to friendshipmaking (point 7).1 Given that it was the highest priority for students, we weredisappointed that it was so low and appeared to have fallen back compared to1 We were did not use the word ‘friends’ here, as there was potentially too manyissues about when someone actually had made a friend.Nottingham Trent University This version: June 2010Programme induction short guide page 4 of 16
  5. 5. 2008. We’d like to reiterate, that friendship was the most important issue fornew students and research conducted at NTU for the HERE project, stronglysuggests that it’s the most important reason cited by students who’ve consideredwithdrawing for staying.Further ReadingThere are two relevant SEDA specials: • Student Induction, edited by Frame • Student Transition, by Cook & RushtonThere’s an excellent example of a very-involved approach to induction forengineering students at Robert Gordon University, by N Edward that’s worthreading as a source of inspiration.There are plenty of excellent examples of programme inductions taking placewithin NTU, but the best practice isn’t consistently adopted. It’s hoped that insome way this resource will help rectify that situation. It’s entirelyunderstandable that there are plenty of pressures on teaching staff at the start ofterm, but we do feel that all programme staff need to be significantly involved inthe induction of new students, not just the first year tutor.Further information about Welcome Week events can be found athttp://www.ntu.ac.uk/CASQ/quality/welcome_week/index.htmlIf you would like to discuss course induction in any further detail, please don’thesitate to contact Ed Foster (ed.foster@ntu.ac.uk ext 8203), particularly if youhave good ideas to share.June 2010Nottingham Trent University This version: June 2010Programme induction short guide page 5 of 16
  6. 6. Student Priorities for Programme InductionPriority Page 1. Opportunities to make friends 7 2. To be told in advance what their induction involves 9 3. To understand what kind of learning is involved and be 10 reassured that they’ll cope 4. To be reminded how their course will benefit their 12 future plans 5. The programme to fit around their other commitments, 14 such as family and employmentNottingham Trent University This version: June 2010Programme induction short guide page 6 of 16
  7. 7. Opportunities to make friendsThis was the most important factor to all the students who took part in focusgroups to discuss programme induction (February 2008).In 2009, researchers from CASQ surveyed all first year students about a numberof aspects of their student experience, 656 students responded to the survey.One key question was “Have you ever considered withdrawing from University?”37% had at some point considered withdrawing, although most clearly decided tostay. When asked “what factors helped you to remain?”, the most commonresponse was ‘friends and family’. Where specified, the most common reasoncited was friends made at University. Whilst clearly, the main focus of universityought to be about learning, students are operating within a new and unfamiliarcontext and peer support is crucial. Yorke & Longden (2008, p4) in their reporton the first year experience at University argue that good retention can beaugmented by “treating the curriculum as an academic milieu, and also in inwhich student engagement is fostere”’.Welcome Week is all about opportunities to make friends, and it is theresponsibility of all new students to develop relationships with their peers.However, some students are placed at a disadvantage when making new friendsby the fact that they don’t live in NTU halls or commute locally from home.Wilcox, Winn & Fyvie-Gauld (2005) found that students not in halls found it verydifficult to break into cliques formed amongst those students living in halls.Social exclusion was found to be the most common reason for early departurefrom University in their study.Recommended actionsMessage BoardsNTU uses a 2-stage strategy. Firstly, Integrated Marketing and the Students’Union set up accounts with the most popular social networking sites (Facebooketc) and use student ambassadors to talk to students about coming to university.Secondly, we have Welcome Week Message Boards, which contain a section forstudents to meet up with others on their course and discuss course-relatedmatters. We would encourage staff to introduce themselves here and, perhapsmore importantly, encourage appropriate second and final year students tointroduce themselves.IcebreakersThere is an icebreakers guide in the Welcome Week section of the CASQ pages forstaff to use. We acknowledge that icebreakers can be overdone and somestudents (never mind staff) don’t like them. Feedback on icebreakers can beskewed by louder, more confident students dismissing their use, but frankly thesestudents don’t need them anyway. We don’t recommend going overboard, but acouple of activities to get students sharing one another’s names or facing a taskor challenge would bring benefits.Reduce the amount of LecturesEdward (2001, p438) quoted a first year student from Plymouth University “Whenyou feel lost and bewildered, the last thing you want is long lectures.” Lectures,whilst time-efficient, are potentially barriers to meeting peers and coping with theanxiety of starting university. We strongly advocate reducing the amount of timeNottingham Trent University This version: June 2010Programme induction short guide page 7 of 16
  8. 8. students spend passively receiving information in lectures. If you are going touse lectures, please try and build icebreakers or group discussions in to them. Ifit can be managed logistically, it would be better to run more information-givingsessions in smaller groups with more opportunity for discussion.Increase the amount of small group workA number of programmes ask their students to work on tasks in small groups andthen report back on them, either during Welcome Week or as an integratedlearning and teaching activity in the first week of term. It’s interesting to notethat feedback from WW 2007 shows that on balance, students liked doing theseactivities, but would have preferred to have been in subgroups of their seminargroups, not just a selection of students from the first year cohort. They alsowould have liked to work with more than one group to get to know a slightlylarger circle of students.Start induction on MondayUndergraduate inductions need fitting around Welcome to NTU in the RoyalCentre, but that will only last one hour (plus obviously travel time from Cliftonand Brackenhurst). Whilst it’s good to give students time to settle in and findtheir way around the campus and city, it would be better to fit this time in afterthey’ve had the chance to meet people on their programme. We would advocaterunning some getting to know one another sessions on Monday.Use second and third year student buddiesWhen asked, many second year students will say that they are happy to take partas buddies, leaders of campus tours or even run small group discussions. Theexperience at NTU has been that it can be a little more difficult to get them toactually turn up and help with induction. It’s worth persevering with as they canhelp translate academic language and help put students at their ease. Theretends to be a better take up if students are recruited during the summer termrather than emailed over the summer holidays. Obviously they’ll need reminderssending through the summer. It may also help recruitment if they have a clearrole to do.Off-campus trips?A number of programmes took students off campus to take part in activities suchas outdoors training, gallery visits, arts projects and using specialist tools.Student feedback about these activities has been highly positive, although a fewstudents who stayed away overnight felt that they’d missed some opportunities tomake friends in the main Welcome Week programme. It’s particularly importantto warn students in advance so that they can plan ahead for any childcare needs.Edward (2001) developed a highly complex induction programme for engineeringstudents at Robert Gordon University that involved students working as groups ofconsultants and visiting a range of external sites and then producing reports ontheir findings.Nottingham Trent University This version: June 2010Programme induction short guide page 8 of 16
  9. 9. To be told in advance what their induction involvesOzga & Sukhnandan (1997, 1998) researching problems with student retentionfound that one of the most common reasons for early withdrawal amongststudents was a lack of preparedness for higher education. This was particularlythe case amongst young students who tended to adopt a passive approach touniversity. Early leavers had often failed to anticipate the differences in teachingand learning between further and higher education and instead had focussedunrealistically upon aspects such as the social life. Students tended toconcentrate upon arriving at university, not what they would be doing once theyarrived.The Welcome Week planning team are working with Integrated Marketing andCollege Marketing Teams to make sure that the communication around WelcomeWeek and programme inductions is co-ordinated as much as possible. We will tryand make sure that the projected deadlines are communicated to staff as clearlyas possible.Many students are keen to do something to prepare for University before theyarrive, particularly once September begins, for example starting to read sectionsof a core text.RecommendationsPre-entry activitiesBournemouth University have a programme called Stepping Stones to HE(Keenan, 2008) in which students are asked to engage in some preparatory e-learning prior to arrival that is then embedded into discussion and group activitiesduring the first week. We’d strongly suggest that programme teams consider asimilar approach.Reading listsSending a reading list to all but the keenest students might be off-putting, butrecommending one key text to read might be more beneficial. It’s worth notingthat students in post-16 education are increasingly guided by tutors in theirreading, it appears relatively unusual to be expected to read a whole textbook ontheir own, so it may be worth sending guidance about how you would expectthem to tackle a textbook along with any recommended reading.Send out accurate timetablesSome of the students in the February 2008 induction focus groups received theirtimetables the week before they arrived. They felt this was too late, perhapspartly because in the discussion boards other students had received them earlier,but mostly because they wanted to be able to anticipate what the induction wasgoing to be like. From a central organiser’s point of view, we believe thatprobably the best time to send out timetables would be early in September(between five to three weeks before students arrive at University). Somestudents were critical that they only received instructions to turn up on the firstday, not what the actual week was going to be like, this meant that they weresurprised when the activities took up more or less time than they had expected.We would recommend that as much as possible a complete timetable is sent out.Nottingham Trent University This version: June 2010Programme induction short guide page 9 of 16
  10. 10. To understand what kind of learning is involved andbe reassured that they’ll copeAs has already been alluded, there are some significant differences between post16 and the first year of higher education.During Welcome Week 2007 (Foster, Bell & Salzano, 2008) & 2008, 100interviews were conducted with new students to better understand their priorexperiences of studies.Some key differences were identified as follows: • Students are used to being taught in smaller, more intimate, groups • They have often had very close relationships with their tutors, interviewees told us about being able to ring their tutors at all hours • They are used to significant amounts of feedback on drafts • Students have produced extended pieces of writing, but have often done so with word counts for particular sections or by submitting the work one piece at a time • Students have encountered fairly flexible deadlines, we were given examples of tutors setting false early deadlines or providing some discretion over extending deadlines • Students have been able to re-submit strategically to improve grades • Non-attendance is monitored closely and students are pursued if they fail to attend. • Finally, it was often tutors who asked to see students to discuss feedback etc, many students were not experienced asking for help and guidanceStudents were asked what would be the same or different about learning nowthat they had started at University. Although some students were very aware ofthe differences, many had naïve perspectives about concepts such as independentlearning and clearly would benefit from guidance from staff.The transition into higher education is potentially significant and it can impact onearly withdrawal and perhaps more importantly a lack of understanding of theform learning takes can hinder student engagement.RecommendationsDiscussions about differencesRun discussions with student groups about differences between learning inpost-16 and at university. Arts & Humanities have a well-developed learnercontract, it might be worth developed a learner contract between tutors and firstyear groups through small group discussion. This might be an activity that 2ndyears could facilitate. It would require careful selection and briefing though as 1styears pick up the unhelpful message about only needing to achieve 40% veryearly in the first year.Sample some learning activitiesClearly there’s a balance, if you start to deconstruct all the forms of academicwriting students might be expected to do, it will potentially kill off all enthusiasm/scare students witless. But students are keen to understand some of whatlearning at University is about, so provide opportunities to taste a range ofNottingham Trent University This version: June 2010Programme induction short guide page 10 of 16
  11. 11. learning and teaching examples, but provide opportunities to discuss how theymight be expected to engage with them as they are engaging.One of the most productive areas for discussion might be to look at studentfeedback. In an NTU survey, around 80% of students in FE/VI form were able tosubmit multiple drafts and get feedback on each draft. Students are thereforelikely to have conceptually a very different understanding of what feedback is andwhat it’s used for. They may need help understanding how they are expected touse summative feedback in subsequent assignments and be supported to developstrategies to do so.There may also be some benefit to introducing the students to sampleassignments, but it’s probably too soon for most.Group activitiesAs well as creating good opportunities for students to make friends, group workcan give students the opportunity to start to understand learning in highereducation. At NTU, students have been asked to do a wide range of tasks duringinduction: presentations on their academic subject, presentations on learning,arts projects focussing on a key aspect of Nottingham, etc. If possible, studentsshould be given the opportunity to use any specialist equipment they will be using(theodolites, computers, sewing machines etc) if health & safety and time allow.Campus ToursFirst year students often feel lost during the first few weeks of term and willdescribe the confusion felt at having to navigate their way across the campus.We would strongly advocate providing a campus tour as part of the inductionexperience.Key locations to visit might include: • Nearest computer labs • Programme Leader’s Office/ First year Tutor’s office/ School Office/ location for coursework hand in • The library (particularly short loan and main shelves for the course) • Student Support Services • Students’ Union – particularly services such as The Employment Store, or the Clubs & Societies’ notice boardsThis might be an excellent activity for second year students to facilitate.Course Reps & feedbackAlthough the first week may be a little too soon to hold course rep elections, itwould be valuable to introduce the concept during course induction. It may beparticularly useful to either bring in a course rep to the session or describechanges that were brought about because of course reps or feedback.Nottingham Trent University This version: June 2010Programme induction short guide page 11 of 16
  12. 12. To be reminded how their course will benefit theirfuture plansAlthough the majority of students choose their programme because of thereputation of the programme or institution, a significant number will make thedecision due to factors such as ‘reputation of the city’, ‘because friends or familywent to that institution’ or even for ‘no particular reason’ (Davies & Elias 2003).Students entering through clearing may be a particular problem group as theirdecision-making appears to be even less rational and thought-through.Roberts et al (2003) found that the difference between students who had doubtsabout their programme but stayed and those who had doubts and departed wasthat the first group was able to see how the programme would benefit their futurecareers/ life plans, whilst the second couldn’t. Johnstone (1999) found thatstudents who were motivated more by family expectations than personal goalswere almost 20% less likely to progress. Similarly, those who hadn’t activelychosen a particular course, but just wanted to go to university/ leave home weresignificantly less likely to progress.The students at the focus groups were clear that they weren’t particularlyinterested in the details of careers and planning for their future, but they did wantsome inspiration about how the course would benefit them.It would therefore appear to be a sensible precaution to encourage all students tothink about the benefits of the programme during their first few weeks.RecommendationsFocus on graduation and graduate employmentFor example, could a graduate recruiter who recruits from the programme speakto the students? (Or a recent graduate who has done well?) We recommend inthe Opportunities to Make Friends section that students take part in groupactivities with an end point such as a presentation. Could a graduate recruiter/graduate/ careers adviser be involved in giving feedback to the presenters andtalk about what they’d expect to see in their industry? In 2006, two schools usedguest speakers, the then School of Computing and Informatics used a successfulgraduate working in the games industry and Social Sciences invited in apoliceman to talk to the first years.Graduate destinationsWhen introducing the programme to students, make sure that you tell themabout where graduates have gone on to work. It may also be worth talking aboutplacements to them. What student quotes do you have from recent graduates orfinal students after their placements?Engaging with the programmeThere is a danger that talking about the outcomes of higher education willencourage students to believe that just serving their time at university will lead tothem getting the graduate job they expect. It is therefore important toemphasise how the skills and attributes will be developed. • What will the students do that will build up attributes that employers are looking for? • What skills will they develop? • What relevant knowledge will they have?Nottingham Trent University This version: June 2010Programme induction short guide page 12 of 16
  13. 13. • What activities do they need to engage with in order to develop these outcomes?Wider benefits of the programmePlease note that we are not recommending that you talk about the benefits of theprogramme purely in terms of employability. What other benefits will thestudents gain from studying the programme? • What do final year students say about what they have learnt about themselves? • How have they changed/ developed?Nottingham Trent University This version: June 2010Programme induction short guide page 13 of 16
  14. 14. The programme to fit around their othercommitments, such as family and employmentHow long should the induction timetable be?Given that the University has limited resources, it’s clearly impossible to tailor thetimetable to suit the needs of all students. The focus groups in February 2008were realistic about this and recognized that the priority ought to be about theircourse induction, even if they wanted to be out partying. Of the five outcomesdiscussed (making friends etc) this was the lowest priority.In response to questions about timetabling, they felt that full-time students oughtto be prepared to be available 9 – 5 every day. They had some empathy formature students with childcare commitments and moderated their viewssuggesting that 10 – 3 was more appropriate. It’s important to note that thestudents didn’t feel that this was 10 – 3 every day though.Students typically felt that induction ought to last 3 – 4 days, although not all daylong on all of those days. Some students with inductions lasting 4 days felt thatthe content could have been covered in 3 if it had been paced better.Furthermore, the feedback from Welcome Week satisfaction surveys has alwaysincluded criticisms of early morning starts; students feel that they need sometime to sleep in after a busy night partying. Obviously, there’s a danger thatprogramme teams will feel under pressure to create a timetable that runs for twodays starting at 11 and finishing at 3 with a healthy 2-hour lunch break in themiddle. We are not advocating this. It is interesting to note that two studentsin the February 2008 focus groups complained that their inductions were tooshort (a few hours on Thursday and Friday afternoon); they felt that this createdan unrealistic picture of what the course would actually be like once term started.Perhaps the best guide would be to try and create a programme inductiontimetable that has similar hours to the taught hours in the normal week. Forprogrammes with low contact hours, it may even be advisable to have morecontact hours than will be the case in the first year.RecommendationsClear timetable sent out in advanceMake sure that you clearly communicate to students what they are expected todo during the programme induction and make sure that this includes a timetable3 – 4 day durationRun induction programmes over 3 – 4 days and make the overall number ofhours comparable with normal studies. We would recommend putting onactivities earlier in the week and, unless there is a timetabling need or soundpedagogical reason, avoid activities on Friday.Start on MondayStart induction activities on Monday and fit them around Welcome to NTU,starting with introductions, an opportunity for students to get to know oneanother and what they’re expected to do in the week. For the schools withWelcome to NTU talks in the middle of the day we recognise that this may beNottingham Trent University This version: June 2010Programme induction short guide page 14 of 16
  15. 15. harder to do as students may not wish to attend programme activities, Welcometo NTU and then further programme activities. If this is the case, we’d stronglyadvocate a Tuesday start.Early starts and late finishesIf possible avoid early mornings and late afternoon sessions; this may be moreimportant on the first day. Clearly this is much easier to write than timetable.Blocks of timeOne piece of student feedback suggests that, during Welcome Week, studentswould prefer to be taking part in induction activities in solid blocks of time ratherthan in individual hours. Once again, this is easier to write than deliver, but itmay be particularly important during induction as students aren’t necessarily yetcomfortable using the social spaces and library spaces in the gaps.BibliographyCOOK, A., and RUSHTON, B., 2008. Student Transition: Practices & policies to promote Retention. UK: Staff & Educational Development Association.DAVIES, R., and ELIAS, P., 2003. Dropping Out: A Study of Early Leavers from Higher Education. Department for Education & Skills.EDWARD, N., 2001. Evaluation of a constructivist approach to student induction in relation to students learning styles. European Journal of Engineering Education, 26 (4), 429-440.FOSTER, E., BELL, R. and AND SALZANO, S., 2008. “What’s a Journal?” - Research into the Prior Learning Experiences of Students Entering Higher Education. In: University of Wolverhampton, 7 - 9 May 2008.FRAME, P., DR., 2002. Student Induction in Practice, SEDA Paper 113. UK: Staff & Educational Development Association.KEENAN, C., 2008. Students getting down to work before they start at university: a model for improving retention. In: G. CROSLING, L. THOMAS and M. & HEAGNEY, eds., Improving Student Retention in Higher Education: The Role of Teaching and Learning. Abingdon: Routledge, 2008, .LAYER, G., SRIVASTAVA, A. and STUART, M., 2002. Student Success in Higher Education (Introduction). Action on Access.LOWIS, M., and CASTLEY, A., 2008. Factors affecting student progression and achievement: prediction and intervention. A two-year study. Innovation in Education and Teaching International, 45 (4), 333-343.OZGA, J., and SUKHNANDAN, L., 1998. Undergraduate non-completion: developing an explanatory model. Higher Education Quarterly, 52 (3), 316-333.ROBERTS, C., WATKIN, M., OAKEY, D. and FOX, R., 2003. Supporting Student Success: What can we Learn from the Persisters? .Nottingham Trent University This version: June 2010Programme induction short guide page 15 of 16
  16. 16. WILCOX, P., WINN, S. and FYVIE-GAULD, M., 2005. It was nothing to do with the university, it was just the people: The role of social support in the first-year experience of higher education. Studies in Higher Education, 30 (6), 707-722.YORKE, M., and LONGDEN, B., 2008. The first year experience of higher education in the UK. The Higher Education Academy.Appendix 1Fry, Ketteridge & Marshall (2009, p117) conducted a literature survey aboutprogramme inductions. They identified 15 characteristics relevant to an idealinduction. Their findings suggest that an ideal induction programme would: 1. Be strategically located and managed 2. address academic, social and cultural adjustments that students may face 3. provide time-relevant targeted information 4. Be inclusive of all student groups 5. Address special needs of particular groups 6. Make academic expectations explicit 7. Include teaching staff at a personal level 8. develop required computing and e-learning skills 9. recognise existing skills and experience 10. Recognise different entry points and routes into higher education 11. Be inclusive of students’ families 12. Be student centred rather than organisation centred 13. Be an integrated whole 14. Be part of an ongoing extended programme 15. be evaluated with outcomes and actions communicated to stakeholdersNottingham Trent University This version: June 2010Programme induction short guide page 16 of 16