Helpful and good fun: Developing a social induction with students as partners

Abstract

During 2018 we worked in partnership with staff and students to re-design an induction for Southampton Business School students that aimed to improve student engagement, understanding of independent learning and cohort identity. We used group work, peer learning, active inquiry and student generated induction techniques to achieve these aims. Research questions – the problem… Feedback from colleagues and students suggested that our traditional induction was failing to develop engaged, independent learning, whilst data collected for an OfS Catalyst B research project indicated that students still had concerns about ‘settling-in’ well into their first semester. Theoretical or practical background Whilst we took a practical approach to developing a new induction programme, our work was informed by literature on student engagement (Trowler, 2010), Students as Partners (Healey et al., 2014) and social identity (Bowskill, 2013). Approach/ methodology used We took a partnership approach to improving induction (Healey et al, 2014). Initial ‘induction cake’ activities (presented by Graham and Payne at CAN2018) identified staff and student priorities for content for induction week. Delivery was re-imagined to model active and independent learning that included: audience participation, active inquiry, and Q&A using the ‘Student-generated induction’ approach (Bowskill 2014). Current students were employed on a summer internship to co-design activities. Peer Leaders (students from the years above) played a critical role in facilitating activities and supporting students beyond induction week. We took a longer-term approach to induction (i.e. beyond Freshers week) and some content that had previously been covered during induction week (e.g. referencing and plagiarism) was delivered later in the semester attached to formative or summative assignments. Peer Learning again played a key role in the delivery of this content. Impact was evaluated using: attendance and engagement data collected during induction, an induction survey delivered in week 4 of the semester, and research project data. Brief analysis of results or outcomes and conclusions Attendance and engagement with induction activities was improved and student feedback relating to the aims of induction was highly positive. Analysis of qualitative induction survey comments suggests that students recognised and valued the opportunities to meet students on their programmes, engage in group activities, and ask questions that they had generated as a group. Data collected as part of a research project during the second week of the semester suggested that students’ main concerns had changed from the previous year – from concerns about ‘understanding university’ to more academic concerns (e.g. academic writing, referencing etc.). In the context of Maslow’s hierarchy of needs this may indicate an improvement in addressing basic and psychological needs. At the time of the conference further data on academic attainment will be available. Relevance to conference themes 1. Community Building: our induction focussed heavily on building community through socially constructed learning activities from day 1, utilised peer learning and mentoring and used data/ feedback from previous years to inform development. 2. Independent Learning: activities were designed to require students to learn independently in groups during induction. 3. From policy to action: Students as Partners has been a key approach in both design and delivery. Impact has been rigorously evaluated.

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ORCID for Neil Ford: orcid.org/0000-0003-2735-4960

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