Developing pre-arrival resources to support student transition into higher education

Abstract

This presentation explores the ongoing challenge of helping students make a successful transition into higher education, a period widely acknowledged to shape retention, academic success, and well-being. Reflecting current practice in the sector, the work examines a pre-arrival induction booklet created for new undergraduate students in Psychology and Speech and Language Therapy at the University of Reading. The booklet was emailed a month before enrolment, offering clear guidance on course structure, assessment formats, key staff contacts, support services, and practical advice for starting the first year.

A mixed-methods approach was used, combining a sizeable questionnaire (n=162; 41% response rate) with focus group discussions. The findings show that 59% of students read the booklet, and 72% found it highly useful. However, only 48% felt it made them much better prepared for university life. There were no marked differences in how first-generation students or those experiencing greater pre-arrival anxiety engaged with or benefitted from the resource, suggesting that different groups of students may have benefitted from the booklet to a similar extent. Notably, students who read the booklet continued to attend in-person Welcome Week activities, which suggests that early information can complement, rather than replace, face-to-face support.

Students in the focus group discussion commented on the benefits of having early access to essential information, being able to recognise staff, and gaining a clear overview of their course. At the same time, they recommended that the booklet could be more informal, visually appealing, and provide greater detail about later years and wider aspects of university life. The approach taken was responsive, with student feedback informing ongoing revisions and improvements to the resource.

This presentation demonstrates how a phased and responsive approach to induction, which combines early digital engagement with opportunities for in-person connection, can support a sense of belonging and preparedness among new students. The findings highlight the importance of listening to student voices and adapting resources to meet evolving needs, contributing to a more supportive and inclusive transition into higher education.