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… 2006/072007/08 Ulster Business School 89%92% University Average87%90% Marketing, Entrepreneurship & Strategy (MES) 83%94% Retention Targets for MES 88% (2008/09)92% (2009/10)

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 - Personalget the balance - Socialright - 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’