The School of Applied Sciences in Huddersfield University have developed their practice in registration week so that it fulfils both the requirement for formal registration and the need to begin the process of early integration of students into the department. A study skills module has been brought forward to the start of the registration week. Students write up the practical that they undertake during registration week for their study skills module. The induction also incorporates social activities by giving the students a day to join clubs and societies, which is an important aspect in integrating into the Higher Education environment.

Key words: retention, induction, study skills

INTRODUCTION

With increasing numbers of students entering university from a wide range of backgrounds the emphasis on their first impressions has become more important. Good practice in relation to induction suggests that opportunities should be available to facilitate both academic and social integration (Carter, et al. 2003). The first week of making friends and getting to know lecturers can play a crucial role in helping retain these students by making the university environment one in which they feel secure.

There is considerable variety in the ways in which different institutions and subjects address induction. Some, such as the University of Central Lancashire’s Flying Start programme (UCLAN 2005) have introduced pre-induction events which allow students to experience University life in the summer before entry, but it has not been practical to offer this to all new entrants. Others, such as Environmental Science at the University of Ulster has introduced a residential induction prior to the start of teaching, but this is expensive and subject specific.

However addressed, induction processes have to be able to make students from different social and academic backgrounds feel comfortable in the university environment. At Huddersfield, induction week plays a vital role in helping students settle into a different living and working environment relatively quickly.

RELEVANCE TO THE STAR GUIDELINES

At its outset the STAR project researched, produced and published a set of guidelines based on the causes of student attrition and which pointed the way towards possible good practice. The STAR guidelines relevant to this case study are 2.1, 2.3 and 2.5.

Cook, et al. 2005

THE PRACTICE

Biology programmes within the school started approximately ten years ago, and induction practices have evolved and been refined over that time. In 2003, when student feedback was analysed at university level, many students thought that much of registration week was ‘a waste of time’. In response the University required that study skills development was included in induction activities so that the students were focused and more actively engaged. Applied Sciences already had incorporated this into their induction structure. Attendance during this week is virtually 100%. Most of the timetabled activities involve staff; only attendance at the Union Societies Fair is not managed by academic staff.

Registration week within the School of Applied Sciences consists of the following:

The Study Skills module, introduced during registration week, is a 20-credit point module which runs throughout the whole of first year (Appendix 1). It is conducted by the personal tutors, who are academic members of staff. Students are required to attend weekly and this indirectly helps the tutors to build up a relationship with their tutees.

Some of the activities that are integrated into the first week can help ‘level out’ some of the differences in the ability of students from different educational backgrounds.

This registration week contains academic work to keep the student interested; it also allows for social activities such as a free day to attend the Freshers Fair. The students are shown around the various facilities available to them and meet the staff. They are also made aware of their access to student services and the extent of the support on offer should they require it. Thus there is a balance of both social and academic activities that can help students integrate into the Higher Education environment more quickly and more effectively.

RESOURCE IMPLICATIONS

Staff within the Department arrange the induction programme. Other staff, associated with the library and student services, however, contribute to events. Since this is a scheduled teaching week the staff involvement cannot be viewed as “additional” activities. The tutorial scheme (one meeting per week per student group) is part of a study skills module.

EFFECTIVENESS

Induction activities are designed to aid new students to integrate both socially and academically. The effectiveness of these activities has to be judged against that background. The activities themselves address a particular concern of staff:

The emphasis place on practical experience in the induction is only sparsely reflected in the student comments which are mainly focused on the social benefits of induction. Thus the only comment related to the practicals in a lengthy student focus group was:

Feedback has been gained from student-staff liaison committees and also from questionnaires. Generally the feedback has been positive for the study skills support. In particular mature students appreciate activities related to plagiarism and referencing.

STUDENT OPINIONS

A group of 7 students were interviewed. Five of these were mature and the others represented the more traditional intake. This group of students was very positive about the usefulness of the week devoted to induction activities.

One particular aspect of the induction which was praised by the students was a booklet which had been produced by a second year student who was, in the year in question, involved in showing new students around.

A traditional entry student

Another traditional final year student commented:

The only mild rebukes from this group of students related first to the Wednesday on which students were free to attend the Freshers Fair and second to the information distributed about the induction week activities. Thus the student-organised activities appear to focus on traditional aged students

New students did not apparently appreciate the extent to which they would have commitments during induction week.

Overall students gained the impression of a well-organised but friendly department which had rules to maintain academic standards. Thus one commented: