The document discusses strategies for engaging new students through an extended induction process. It outlines the changing expectations of today's students and challenges in the transition to higher education. The induction process now encompasses multiple stages from the pre-entry application stage through the first year and beyond. This involves academic and social integration activities as well as ongoing curriculum development like formative feedback and attendance monitoring to support student retention. Evaluation of induction activities suggests interactive elements help connect students but the process could be improved through greater connectivity between stages and a continued focus on the student experience.

1. Engaging New Students Through an Extended ‘Induction’ Process Heather Farley Dr Alison Hampton

2. Background Transition from secondary to tertiary education can be difficult & may not be a continuous, linear progression We need to: Ensure compatibility between changing (rising?) student expectations & their actual experience (Cook, Rushton, et al, 2005) Develop effective two way communication with ‘stakeholders’ … Understand what motivates the ’21 st Century Student’ (Redmond, 2008)

3. Today’s ‘Generation Y’ Student (Redmond, 2008) ‘ Workers with attitude’ who will challenge & are quick to judge ‘value’ Digital Natives who are connected 24-7 Unprecedented parental support & involvement - ‘helicopter parents’ Attendance/punctuality is always optional ‘ Work’ is the Apprentice & Dragons Den WLB is more than a buzz word Image or brand matters Motivated by mentors/coaches & not bosses/superiors

4. Current Drivers Student Transition & Retention research, data & activity (Cook et al, 2007) External Audit: QAA, NSS, … Internal Policy: University 1 st year retention policy; UBS 1 st year retention and attendance monitoring & support strategies; Faculty Working Group on 1 st year experience The Stakeholders themselves: students, tutors, parents, school teachers, …

5. Current ‘Retention’ Figures (based on ‘Success 1’ data… 92% (2009/10) 88% (2008/09) Retention Targets for MES 94% 83% Marketing, Entrepreneurship & Strategy (MES) 90% 87% University Average 92% 89% Ulster Business School 2007/08 2006/07

6. What is ‘Induction’ Nowadays? An ongoing process or ‘student journey’ (Cooper, 2007) Encompasses a number of stages: Pre-entry &/or Application stage ‘ Front end’ Induction ‘ Ongoing’ Curriculum Development (including aspects such as provision of formative feedback & attendance monitoring) Onward Progression … with ... Staff Development activity to support

7. What is ‘Induction’ ctd? Incorporates a number of aspects of student interaction: Academic Need to Personal get the balance Social right Vocational

8. Pre-entry / Application Stage Greater involvement re. school visits Tailored session for BSc (Hons) Marketing during Open Week - Mini Marketing Activity Parent & Student evening (CI/CF event)

9. ‘Front end’ Induction Year 1 Tutor role – first point of contact Social Networking Site (confirmed places in August are invited to join Bebo): Virtual Tour of campus includes facilities and car parking Links students pre-induction & beyond Gives an insight into the ‘individual’ student

12. ‘ Front end’ Induction ctd… Induction – over 2 days in week 0 Minimum requirements Informal with interactive sessions - Ice Breakers: Speed Intro’s - Team Building: Lost - Orientation of Campus: Treasure Hunt - Expectations workshop: Lecturers vs students ‘ A day in the life of a 1 st year student’ competition (UBS) Quiz … ‘Dinner with the Dean’!

13. Induction feedback from the students….. “ The activities at induction were very good. The orientation task which our group really got into was fun and allowed us to find rooms” “ The first day was very long…the people who came to speak to us were good and friendly but it was a lot to take in” “ I enjoyed the induction tasks and it was good being split into smaller groups because no-one else from my school was doing my course – so it was a bit scary at the start”

14. Ongoing Curriculum Development Maximum 15 students per seminar group Seminars start in week 1 Small group seminar tutor = Studies Adviser Formative feedback given by week 6 Attendance monitoring & interviews (support mechanism) Use of Turning Point technology Vocational activity (Personal Employability Skills module; WBL; PDP)

15. And What Next? More ‘connectivity’ & integration between different activities / stages / tutors Continued use of data & evaluation, to: monitor & evaluate what is done inform what happens next Focus a little more on the ‘student voice’ Look further at ‘induction’ activity beyond year 1/the new entrant … develop ‘independent learners’