The Induction Processes At Leeds University Business School – Moving On From A
Week Long “Introduction.”
Early effort to improve the effectiveness of Induction activities for both undergraduate
and postgraduate students entering the Business School, has given way to a more
systematic approach which is designed to support academic development throughout the
study period.
Starting Points
Faced with serving increasing numbers of students at the Business School over the last
decade, concern to provide an effective induction into University life and study for both
undergraduate and post graduate entrants has been an important preoccupation. Two
commonsensical concerns have been starting points – for undergraduates, the transition
from school and embarking on a wholly new subject area is a challenge. For
overwhelmingly international post-graduates on one year taught programmes, the
establishment of expectations for what is an intensive period of study, in a UK setting and
conducted often in a second or third language, is likewise a serious challenge.
Underpinning these concerns has been the recognition that starting off a programme of
study in an effective and purposeful way, will have an impact upon the likelihood that
prepared students will benefit more from the early phases of study (or alternatively put,
will be less likely to find themselves unable to cope) and that over time problems of
academic direction will be reduced. An obvious and important example here would be
introducing students at both levels to the demands of academic writing, referencing and
the perils of plagiarism.
Developments
Building upon the successful experience of Induction for MBA students, where resources
were generally available to introduce the expensive and flagship programme, efforts were
made to extend best practise more generally, where possible. In particular, writing and
research exercises undertaken in Induction were introduced at undergraduate level and in
some post-graduate programmes. Feedback from both students and staff suggested that
these early efforts at orientation, expectation- setting and learning essential skills
produced benefits and were appreciated.
Doubts
General and particular doubts as to the efficacy of a concentration on intense bursts of
teaching and learning activities in “Induction Week” (for undergraduates) and “Induction
Fortnight” (for post-graduates) has persisted, and have increasingly not been seen to be
addressed by investing more resources at this initial introductory week(s.) The doubts are
based on outcomes and experience:

The persistence of problems with, for example, plagiarism, poor punctuality,
inadequate pre-reading for classes and so on, suggest that clearly expressed
exhortations and teaching on these subjects of practise and behaviour are not fully
taken in, and whatever initial impact might be made is, over time, dissipated or
forgotten. Although positive feedback may be forthcoming for these Induction
Week activities,(supplied by students in the first flush of a new experience), there
is little hard evidence to demonstrate that these early interventions have lasting
efficacy.

Late-comers, and those struggling with initial culture shock and settling in, are
either wholly excluded or “mentally absent” from early lessons about behaviours,
expectations and practical skills.

The large size of cohorts and the evident variation in levels of study skills means
that teaching to large and highly diverse cohorts brings significant challenges to
academic staff and often patchy effective learning in students, who may need
more tailored tuition and support.
Reframing The Question (s)
Two fundamental issues emerged from these doubts.
First, is it realistic to expect that important lessons of orientation and expectations are
universally taken in during a short induction period? Similarly, can important study skills
be developed through activities (no matter how carefully designed) in such a short period.
Second, the variation of study skills (and language skills) which give rise to later
difficulties for both staff and students asks that recruitment methods and criteria for
acceptance are revisited. A corollary is that thought may be given to specific extended
pre – sessional training programmes that will serve to even out variations in student
preparedness.
Actions Taken To Address The Issues.
At Undergraduate Level
At the instigation of the then Director of Undergraduate Studies the challenge of assisting
undergraduate entrants make the transition from School to University was directly
addressed. In 2009 three staff were appointed as Heads of Year within the main
undergraduate programme areas of Economics, Accounting & Finance and Management .
The function of these roles was to offer integrated academic and pastoral support. As
well as teaching on a core subject module, the Heads of Year also act as cohort tutors
providing one to one personal tutoring and leading a skills development module. The
aim is to provide a personal and academic development that is rooted in the core
programme. The benefits have been considerable. Creating the Heads of First Year posts
and embedding Leeds for Life, has transformed our first year undergraduate experience.
Students are now more aware of their own academic development during the year. They
understand how they can apply the skills they are developing to their discipline specific
learning and how this will benefit them in their future career paths. In the 2009/10
University Programme Survey, the Business School was ranked number one for personal
development by first year students - an improvement of 17% on our mid-table score of
the previous year. We shifted, with absolutely no difference in entry standards, the
modal class for the first year Management programme results from lower to upper second
- 64% of students achieved a 2i or 1st class credit grade average in 2009/10 compared to
43% in 2008/9.
At Postgraduate Level
An overview of the taught PG activities at LUBS in 2011/12 reveals the magnitude and
diverse nature of the operations: XXXX students studying on XXX programmes, the
majority (X%) being non EU students, and representing an income of £Xm to the
University.
Research conducted in LUBS reveals that career enhancement was the primary
motivation for students undertaking the PG programmes of study. Thus, for these
students, the demand for career development support and the acquisition of professional
and technical skills are recognised as necessary components of the programmes of study - over and above the acquisition of academic skills and competences.
Research conducted in LUBS under the title “Transition to Masters” produced the
following findings and recommendations:
-
Students’ primary purpose of study is to enhance employability
Positioning skills provision within a professional rather than academic context
Individualised support in personal development to reflect the diverse PG
cohorts
Need to recognise broad educational cultures of cohorts
Need to build structured skills support into programmes rather than assume
prior competencies
Emphasis on induction led support is insufficient and lacks integration
Key constraints of a 1 year masters requires attention to maximising
effectiveness of selective admissions / pre-arrival engagement / inputs into
Language Centre provision
In short, the findings and recommendations imply a more holistic approach to meet
student needs and wants, embedded in the subject-specific programmes and more tailored
to meet individual needs.
While more complex and urgent than transitional needs at Undergraduate level ( highly
diverse cohorts on one year programmes) the experience of addressing the issues at
undergraduate level has informed the approach to be taken at Postgraduate level. As with
the initiatives at undergraduate level it is implicit that more resources are required to
produce a learning experience (and a personal development progression) that is
appropriate to expressed and recognised needs.
It has been recommended and accepted that jobs be created that mirror the roles taken by
Head of Year staff at undergraduate level. In order to embed academic skills and
employability within the programmes a Postgraduate role would be created for each of
the following programme groups:
Accounting and Finance
Marketing
HRM
International Business Management + Economics
(The MBA programmes will have similar but extended provision.)
As with the Heads of First Year at UG level the post holders would be based in divisions
and report to relevant Masters Programme Director or Divisional Directors of Student
Education.
The scope of the role of Postgraduate Tutor will include:
-
-
Lead on the Personal Tutor role
Support Programme Directors
o Directly allocated to specific programme(s)
 Programme development
 Project provision
 Professional links
Lead on skills competencies provision (professional / academic) at all levels
o Pre-Sessional / entry programmes
o Induction
o Input to skills / competency modules
- Careers guidance and mentoring focused to programme level and individual
student needs for students, graduands and alumni. Liaising with Central Careers
and overseas offices.
Lead on acquisition of projects and internships
- Develop links with recruitment teams within multi national companies
seeking to recruit to students’ home countries
- Work with Marketing and Alumni team on alumni engagement and
connections with present cohort
The proposals imply the appointment of six additional posts, met from diverse sources,
including potential fee increases. This substantial resource cost reflects both the
seriousness with which the Business School takes the securing of realistic student
satisfaction and the maintenance and enhancement of the reputation of the PG
programmes and the revenues that depend upon it.
Conclusions
An evidence based approach has taken the discussion of the effectiveness of induction
activities beyond the scope of the initial focus of the UTF project. Resources are to be
deployed to meet the particular needs of Business School students and staff.
However, as the initiatives at UG and PG level progress and are monitored, ongoing
questions remain and which include:



The selectivity of admissions procedures and criteria
Effective working relationships and academic skill development projects between
LUBS and other University based providers, especially the Language Centre
The future use of technology based methods of learning and communication
J.H. March
Senior Teaching Fellow in Strategic Management
Leeds University Business School
March 2012