Key Features of the Manchester Induction Framework Jenny Wragge, Project Manager, Induction Project

INTRODUCTION

Today’s session Journey So FarImportance of InductionUnderlying Objectives of the Framework What you can do nowGovernance Next Steps for the ProjectQuestions

The Journey So Far … January 2013 Began Feb – April 2013 Summer 2013 Draft for Feedback Autumn 2013 Framework approved January - February 2014 Launch & Implementation Consultation

IMPORTANCE OF INDUCTION

University Priorities (December 2013) Goal 2 Improving Student Experience Personalised support Online Support Quality and Supply of Teaching Spaces Learning Through Research STUDENT SUCCESS

Induction at the heart of Student Success Employability Attainment Retention Induction

A platform for success Culture,Values &Expectations Support,Wellbeing &PersonalDevelopmentCourseOrganisation AcademicSkills +++ Developing the relationship with the University School community: Peer Support Academic Adviser Friends on course Lecturers / Researchers Wider University community: Union, Hall, Volunteering, University College, Sport … + PSS Staff Student success is underpinned by a foundation of a strong sense of community and belonging. Induction has the objectives of providing ‘tools for success’ and supporting students to identify with their programme/area of study (School community) and the wider University: 8 Purpose & Objectives

OBJECTIVES What is the Induction Framework meant to do?

Consistency for Students –Outcomes consistent, methods flexible (10-14) Underpinning Principles (22) Key Content: Tools for Success (16-20) Ongoing Cycle – tools provided; not all at once Partnership with Students Continuous Improvement

ACTION! What you can do now

What to do next Start to use the framework to plan induction in your School or subject area –To what extent will your existing provision deliver the outcomes? –Is there anything you need to change? –Map your existing provision against the induction principles –Audit your content – are all the ‘tools’ covered? Involve students in both planning and review Try new stuff - and tell us about how it went. What didn’t work as much as what did. (You can help others avoid inventing the square wheel!) Do what you can to ensure or promote the idea that induction should be continually reviewed, adjusted and improved

GOVERNANCE Support. Monitor. Review.

Objectives Continuous Improvement Dialogue with Students Sharing practice between and within Faculties Consistency of experience for students Institution knows framework adhered to Roles and Responsibilities Schools - delivery Faculties – support Schools, monitoring Management Group – monitor, review, support Faculties DSE – resources, good practice, events, support

Framework launched/ reviewed & updated Management Group DSE Framework briefings provided DSE/Faculties Activities planned to meet outcomes in framework Faculties & Schools Autumn Review of Induction- reflection on the success of arrival and return? School / Faculty SSLC Management Group Adjustments made; good practice captured; lessons and unintended consequences identified Faculties & Schools Workshop / event to share good practice DSE Spring Review of Induction Reflecting on the success of activity that has taken place and planning for next year. School / Faculty SSLC Management Group Management Group report to SEMG  Evaluation/reflection built in at two specified stages  Student contribution embedded  Responsive: opportunity to adjust in year; students see the benefit  Incorporates stakeholder engagement at different levels

Do it Review it Improve it Do it again

Next Steps for the Project Set up sub-group of TLMG to oversee Implementation Phase Set up systems for monitoring and review Understand and implement the Faculty role; develop guidance; establish location for central support for induction – and what that entails Establish as ‘business as usual’ by the end of July …