Induction and transition to UK HE
Dr Monika Foster
Edinburgh Napier University
Session outline:
• Induction and transition – key elements
• International student induction – research results
from Asian Learner Experience Project (ALEP)
• Enhancing induction and facilitating transition:
- Peer Mentoring project
– SPICE online induction resource
• Your context
Induction
An event:
• Edward (2003) ‘lead in’, ‘first contact that (students) have with the
university and forms their impression’
• Shoefield and Sackville (2006) induction including three parts:
academic, social and administrative
A process:
• Tinto’s theory (1975): integration of the student into the new instruction
style and its systems
• Huczynski and Buchanan’s (2001) three stage socialisation model of
induction: pre-arrival, encounter and metamorphosis
Online induction:
• Lowe and Cook (2003: 75) ‘a process instead of an event, designed to
promote peer group and staff/student interaction as well as academic
integration’. Students play a central part
Transition into new context (Purnell, 2002)
Context
Stabilisation
Phase 4
Engagement
Belonging
Academic
competence
Preparation
Phases 1
and 5
Promises
Information
Expectations
The
Student
Sp
and The
University
Adjustment
Phase 3
Learning
Communities
Time on Task
Assessment
SPICE
Encounter
Phase 2
Induction
Social
orientation
Clarity of
Purpose
Peer mentoring
Transition (Purnell, 2002)
Preparation stage:
- Engage with the new learning culture as early as possible, reflect upon
own learning, develop essential skills for the new learning context
Encounter stage:
- Development of supportive peer relationships; Continue to develop
essential skills / awareness of roles and expectations
Adjustment stage:
- Negotiating a place in the new organisational and social settings,
relationship building, role development and personal change
characterise this stage.
- Encourage social networking, peer mentoring; formative assessment
Stabilisation stage:
- Engagement and belonging; developing academic competence.
Transition challenges faced by international students
-
New place to live and learn
Integration into the new learning and teaching context
Expectations vs reality
Successes and barriers in forming multi-cultural
relationships
Different cultural norms including study and socialising
Language, especially academic English
Feeling of being ‘outsiders’
Work / study balance, need for careers advice
......
Transition challenges faced by international students
How do universities address them?
Commonalities but also fundamental differences:
- Universities’ profile – teaching or research focused /
partnerships abroad or agents
- Different support at different Universities (e.g. SHU / ENU)
- Roles of academics (Director of Studies / Personal
Development Tutor)
- Student associations – status, role in students’ journey
- Profile of students – PG or UG, where from, level of English
- ‘International’ – different nationalities and differences within
nationalities.
Induction and transition to UK HE in your
context
Task: Part 1
• Individually write down areas that you would like to address / need to
be addressed in your context in relation to engaging international
students (Column 1)
• Then, give as much detail about what has been done so far (by you,
others, institution) to address the issues.
• When ready, discuss your answers in pairs.
• Do not fill in Column 3 yet!
• Keep the answers (part 2 is coming up).
Asian Learner Experience Project (ALEP) – key elements
in transition to UK HE
• Asian Learner Experience Project (2008-2010) with colleagues from
Sheffield Hallam University involved 200 students from Indian subcontinent on similar programmes in Hospitality and Engineering at
SHU and ENU.
A need for:
• Better awareness of University support mechanisms on offer, and their
usefulness
• Effective, "formalised" peer support (e.g. via peer mentoring scheme)
• Opportunities for social networking created by the University
• Better social integration opportunities through social events, trips, etc.
• Career advice, joint projects within the University with students from
other faculties driven by the University and built into the programmes.
ALEP results- programme of study
Student Satisfaction
Number of Responses Recorded
ALEP results - social integration
Student Satisfaction
Number of Responses Recorded
Research results summary – factors which
enhance induction and transition
The student has changed, has the Institution?
• Institution led projects at the University, programme and local level
which facilitate peer work with other students
• Process driven – steady development of skills and awareness
• Culturally appropriate – e.g. in Asian cultures, students prefer to
seek academic, pastoral, social advice from peers
• Value of peer power– use of peer mentoring, peer support as a
means of engaging students
• Technology – use of social networking for social engagement,
induction, programme study, etc
• Using student stories - student voices appeal to the new students
(by students, for students).
Practices which enhance transition for
international students:
Peer mentoring scheme on BA Hospitality Management at
Edinburgh Napier University
- Internally funded
- Matching students in India with students in Edinburgh (10 pairs)
- Supportive environment – training and point of contact
- Tapping into a cultural preference to get advice from ‘seniors’ rather
then the University, but mentors trained by experienced trainers
- Very positive response from the students in Edinburgh and in India
- Very promising results: Mentees get pastoral and academic advice,
they develop a habit of asking for advice. Mentors acquire new skills,
they feel valued and involved.
Evaluation
- Mentors feedback just after training (attached)
- Mentors and mentees feedback (in progress).
Pre-arrival development of skills and awareness (SPICE)
Student
–
developing skills and awareness, not information
giving
Pre-Arrival
–
long term view of developing skills before arrival
and continued at Edinburgh Napier University
Induction for
–
life and study at Napier including student voices
Continuing
--
storing early work and developing it while at
Edinburgh Napier University
Education
–
interactive tasks, guessing, saving work and
getting feedback
SPICE
What is it?
An interactive study skills resource for Indian students on BA Hospitality
Management at pilot stage (hope to develop further for all international
students)
Timescale
Used successfully with 2 cohorts of students. Work on the generic product to
begin soon
What’s new?
Student driven, much of the content based on student feedback /
suggestions, student voices. Students complete activities and get feedback,
rather than read about life and study in the UK.
4 strands:
- life and study at university,
- expectations of you as a students, incl time management, tutorial work,
- academic writing,
- presentation skills.
SPICE
Home
Page
Introduction
What to
Expect at
Napier
Writing Skills
Presentation
Skills
About the
Resources
Pack
Get the
Basics
Writing with
‘Style’
Picture This
Are You
Ready for
University?
Time:
A Precious
Resource
Speaking Our
‘Language’
What’s Your
Learning
Style?
Working with
Others
Giving ‘Credit’
Where it’s
Due
Web Links
Web Links
Web Links
Web Links
Induction and transition in your context
Task: Part 2
• Look back to your answers so far.
• Fill in the 3rd column with further ideas what could be done – possibly
soon or in some near future – by whom, how.
• Be as specific as possible.
Discuss in pairs / groups.
References
Ballard, B. & Clancy, J. 1994. Teaching Students from Overseas: A Brief Guide for Lecturers and
Supervisors. Melbourne: Longman Cheshire
Bartell, M. 2003. Internationalisation of universities: a university culture-based framework. Higher
Education, 45 (1), 43-70
Crosling, G. Edwards, R. And Schroder, B. 2008. Internationalising the curriculum: the implementation
experience in a Faculty of Business and Economics. Journal of Higher Education Policy and
Management. 30 (2), 107-121.
Edward, N.S. 2003. First impressions last: an innovative approach to induction. Active Learning in Higher
Education 4 (3): 226-42.
Foster, M. 2007. Through the eyes of the students: An empirical study of Chinese students’ approaches
to learning prior to and during study abroad. Shandong Foreign Language Teaching Journal, 2007
Special Edition
Foster, M (ed) 2008. SEDA Special: Enhancing the experience of Chinese students in UK Higher
Education – Lessons from the collaborative project
Foster, M and Barron, P.E. (in press) An Analysis of learning Adjustments of Chinese Students
articulating to a UK University. Compare: A journal of comparative education.
Haigh, M. 2002. Internationalisation of the Curriculum: designing inclusive education for a small world.
Journal of Geography in Higher Education. 26 (1), 49-66.
Huczynski, A. and Buchanan, D. 2001. Organisational Behaviour. Harlow: Prentice Hall.
Hyland, F. Trahar, S. Anderson, J. Dickens, A. 2008. A changing world: the internationalisation
experiences of staff and students (home and international) in UK Higher Education. HEA Escalate
Subject Centre
Knight, J. 1999. Internationalisation of higher education. In: H. De Wit & J. Knight (Eds.) Quality and
internationalisation in higher education (pp. 13-28) Paris: Organisation for Economic Co-operation
and Development
References (2)
Lowe, H., and Cook, A. (2003). Mind the Gap: are students prepared for higher education?, Journal of
Further and Higher Education, 27(1), 53–76.
Morrison, J., Merrick, B., Higgs, S. & Le Metais, J. 2005. Researching the Performance of International
Students in the UK. Studies in Higher Education 30(3), 327-337
Purnell, S. 2002. Calm and composed on the surface, paddling like hell underneath. The experiences of
first year university students in New Zealand. Paper presented at the Pacific Rim Conference for the
First Year in Higher Education, Christchurch, New Zealand
Ramsay, S., Barker, M. & Jones, E. 1999. Academic Adjustment and Learning Processes: A Comparison
of International and Local Students in First Year University. Higher Education Research and
Development 19(1) ,89-102
Shoefield, M. and Sackville, A. 2006. Student Induction – from Event to Entitlement. Available from
http://www.edgehill.ac.uk/solstice/ResearchandDissemination/documents/Studentinductionfromeventtoentitlement2005.pdf. (accessed 23/08/09)
Singh, M. 2002. Aligning university curricula to the global economy: Making opportunities for new
teaching/learning through the internationalisation of education. Paper presented at the 2002
Australian and New Zealand Comparative and International Education Society conference
(Internationalising Education in the Asia-Pacific Region: Critical reflections, Critical times), Armidale.
Stocks, J. 2006. Indian Learner. (unpublished)
Tinto, V. 1975. Dropout from higher education: a theoretical synthesis of recent research. Review of
Educational Research. 45 (1): 89-125.
Turner, Y. 2008. Culture and Pedagogy: international students and inclusive practices in local HE
classrooms. (unpublished, PPT presentation)
Warwick, P. 2008. Listening to international students. HEA Enhancing Series Case studies International
learning experience.