Queen Margaret University: Direct Entrant Longitudinal Induction
Direct Entrants (DE), such as those who progress to Level 2 or above in higher education from college courses or other pathways, can feel under-prepared for university life and/or have difficulty adjusting to methods of teaching and learning in HE. The Longitudinal Induction at QMU has been designed to support the smooth transition and retention of DE students by introducing students to teaching staff, peers and wider support services over the course of a series of informal sessions.
In one session, students complete an online survey designed to explore their anxieties and aptitudes upon entering University. Each student then receives individually-tailored feedback via video. The data captured during these sessions informs the design of targeted interventions for DE students which are delivered alongside regularly-scheduled drop-in sessions as part of a long-term process. Direct entrants value the opportunity to take part in the extended induction. The university is currently exploring how it can refine the approach in response to student feedback, including how they can enable students to gain more practical experience of university prior to enrolment and further support to develop independent learning skills. QMU strongly believes that iniatives such as these can only truly benefit students if they are embedded long-term into standard practice, properly staffed and resourced, and as inclusive as possible. The University is continuing to explore ways in which this can be achieved.
Approximately 60 students per year benefit from the programme which is delivered by early career researchers at a cost of approximately £11,000.
For further information on the induction process see:
Pratt, M. W., Hunsberger, B., Pancer, M., Alisat, S., Bowers, C., Mackey, K., Ostaniewicz, A.,Rog, E., Terzian, B., Thomas, N. (2000) ‘Facilitating the transition to university: evaluation of a social support discussion intervention program’. Journal of College Student Development, Vol.41(4), pp.427-41.
Croll., N., Browitt., A. (2015). Pre-entry Widening Participation Programmes at the University of Glasgow: Preparing applicants for successful transitions to degree study. Enhancement and Innovation in Higher Education, Glasgow, UK.
Deroma, V., Bell, N., Zaremba, B. and John, A. (2005), ‘Evaluation of a college transition program for students at-risk for academic failure.’ Research & Teaching in Developmental Education Vol. 21(2), pp.20-33.
Hotez, E., Shane-Simpson, C., Obeid, R., DeNigris, D., Siller, M., Costikas, C., Pickens, J., Massa, J. Giannola, M., D’Onofrio, J., Gillespie-Lynch, K., (2018). ‘Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach.’ Frontiers in Psychology.
Huxham, M. (2006) ‘Extended induction tutorials for ‘at-risk’ students’ cited in Cook, A., Macintosh, K. A. and Rushton, B. S. (ed) The STAR (Student Transition and Retention) Project, Supporting Students: Tutorial Support. Northern Ireland: University of Ulster
McIntyre, J., Todd, N., Huijser, H. and Tehan, G. (2012). ‘Building pathways to academic success. A Practice Report.’ The International Journal of the First Year in Higher Education, Vol .3(1) pp. 109 – 118
Murtagh, S., Ridley, A., Frings, D. and Kerr – Pertic, S. (2017). ‘First-year undergraduate induction: who attends and how important is induction for first year attainment?’ Journal of Further and Higher Education Vol. 41(5), pp.597-610
Turner, R., Morrison, D., Cotton, D., Child, S., Stevens, S., Nash, P. and Kneale, P. (2017). ‘Easing the transition of first year undergraduates through an immersive induction module’. Teaching in Higher Education Vol. 22(7), pp.805-821
Walker, L., Matthew, B., and Black, F. (2004). ‘Widening access and student non‐completion: an inevitable link? Evaluating the effects of the Top‐Up Programme on student completion.’ International Journal of Lifelong Education, Vol. 23(1), pp.43-59.
Devlin, A., Lally, V., Canavan, B. and Magill., J. (2013), ‘The role of the “Inter-Life” virtual world as a creative technology to support student transition into higher education’. Creative Education Vol. 04(07), pp.191-201.
Edward, N. and Middleton, J. (2002), ‘The challenge of induction! Introducing engineering students to higher education: A task-oriented approach.’ Innovations in Education and Teaching International Vol. 39(1), pp.46-53.
Gaskin, S. and Hall, R. (2002). ‘Exploring London: a novel induction exercise for the new undergraduate’. Journal of Geography in Higher Education Vol. 26(2), pp.197-208.
Laing, C., Robinson, A., Johnston, V. (2005) ‘Managing the transition into higher education: an on-line spiral induction programme.’ Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, Vol.6(3), pp.243-255.
Pérez-López, M. C., Ordóñez-Solana, C. and Argente-Linares, E. (2017). ‘Implementation and evaluation of a first-year university induction support programme for business students in Spain’ British Journal of Guidance & Counselling pp.1-13.
Ribchester, C., Ross, K., Rees, E. (2014). ‘Examining the impact of pre-induction social networking on the student transition into higher education.’ Innovations in Education and Teaching International, Vol.51(4), pp.355-365.
Richardson, M., Tate, S.(2013). ‘Improving the transition to university: introducing student voices into the formal induction process for new geography undergraduates.’ Journal of Geography in Higher Education, Vol.37(4), pp.611-618.
White, S., Elias, R., Capriola-Hall, N., Smith, I., Conner, C., Asselin, S., Howlin, P., Getzel, E., Mazefsky, C. (2017). ‘Development of a college transition and support program for students with Autism Spectrum Disorder.’ Journal of Autism and Developmental Disorders, Vol.47(10), pp.3072-3078.