HE staff’s attitudes and expectations about their role in induction activities

  • Camila Devis-Rozental Bournemouth University
  • Susanne Clarke Bournemouth University
Keywords: transitions, student experience, HE staff, HE staff experience

Abstract

The views of higher education staff regarding their role on the induction period has not been fully explored. Yet this transition to university is a complex for students. In the UK, many students who are going to university leave home, some for the first time, having to learn to deal with many new and sometimes difficult situations they may not have come across before. During the induction period students come across many staff within the university and these interactions are vital to support students in developing a sense of belonging within the university community. This small-scale project sought to evaluate the current provision for the induction process in a UK university to identify areas for improvement, by seeking the views regarding the induction activities from staff within a UK university. Findings from a staff survey with 58 participants suggest opportunities to improve practice. The main areas identified were a need for better communication between teams and effective training and support for staff to understand the issues students may face and type of support they will need. Additionally, the need to develop a more unifying understanding of every member of the university as an active participant within the induction process was highlighted.

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Published
2021-09-28
How to Cite
Devis-Rozental, C. and Clarke, S. (2021) “HE staff’s attitudes and expectations about their role in induction activities”, Journal of Learning Development in Higher Education. Plymouth, UK, (21). doi: 10.47408/jldhe.vi21.659.
Section
Case Studies