Post offer induction working group Dr Eldrid Herrington Head of the International Student Experience LCF Rene Magritte, The Great Adventure ( )

context ~2100 'international' students (EU and OS) also internationalize H student experience Two recommendations to EG in January 2013: – Examine ‘induction’ – Internationalize the curriculum

context HEA - first six weeks are critical Some students enrol late Must resource a redress as impact on retention and achievement UK context Note that recruited and admitted in several different ways Students surprised at how international the college is and the nature of the specific composition - we should be up front about this and relate it positively to fashion John Armstrong, Shut (1939)

London Competition to sense of community Home students overwhelmed by it as well LCF - six sites Dispersal puts more pressure on virtual Living situations, isolation, expense NUS / UKCISA - awards go to campuses Johan Homann, Aerial Map of London (1730)

distinctions from Study Abroad Funding Not commercial Bespoke attention from personnel Luxury of accommodation Contact time

terms of reference To advise the Student Life Subcommittee on induction and orientation practices, defined holistically as encompassing post offer, pre-arrival through to in-term activities and as encompassing welfare, information, communication, social and academic aspects for all students irrespective of nationality; To establish best practice and assist with the embedding such practice across the College; To develop costings for induction activities and materials where appropriate. Sibyl Andrews, Mowers (1937)

QAA guidance and terms Marketing and recruitment Admissions Pre-arrival Orientation Academic induction Specialist careers support for international students

integrated layers QAA: prearrival v academic v employment UAL layers: agents, recruitment, UAL, College, School, programme, course Bureaucratic, academic, social Prearrival - different guides Website - make greater use of what is there The Islam Khodja minaret, Khiva, Uzbekistan (1910)

picture of induction areas

shared documents

Pre-departure guides

ISHE and ‘induction’

‘giving information’ Enduring problem - information given to students but In bulk - unable to process, exhausting, overwhelming Do not understand significance at time Hard to find information

what kind of information Information - one off (registering with police, what is a hem) v what they need to return to (study support, student services) Stage information Repeat with intelligent amplification Make interactive Required reading Involve peer learning Albert Herbert, Seeking Treasure Blindfold (1999)

Runway

question of language English is not one thing and no correspondence between written and spoken bureaucratic, bespoke to UAL, UK - ISHE, course handbooks, eg 'assessment' Academic - ISHE Research, analysis, independent learning - most difficult to adjust to Subject based - opportunity for pooling and showcasing Pop culture – interactions Pieter Bruegel the Elder, Tower of Babel [detail] (1563)

prospects Staff clarity around stages, good practice, opportunities Interactivity Runway Beautiful and compelling design Memorable events Small things - dinners Difficult things - group work - how set up intercultural communication Pictures of people – make visual Make personal Presessional – H/OS interactions Institution and SU Students involved in induction Ron Waddams, We the Peoples... (1984)

Carved Tusk, Congo (19 th c)