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Lookup NU author(s): Professor Ruth Valentine, Dr Luisa WakelingORCiD, Dr Lindsey Ferrie, Dr Alina SchartnerORCiD, Professor Clare GuildingORCiD
This is the final published version of an article published in its final definitive form in 2019. For re-use rights please refer to the publishers terms and conditions.
This paper reports on an action research project where the investigators (engaged in an institutional education research initiative) explored future perspectives on university induction processes through a cross-disciplinary approach. The benefits of induction and the transition experience has implications for student engagement, stress management and mental health, as well as achievement and retention. Student induction and transition into university is therefore an important and complex topic for HE practitioners. The study followed a two-stage mixed methods design, triangulating qualitative focus group data with quantitative questionnaire data (n = 211) from undergraduate and postgraduate students registered on 4 programmes at one British university. Results indicate that students’ experiences of university induction were, by and large, positive. Current induction provision was experienced by most students as valuable and helped alleviate anxieties. The importance of social integration and the early use of social media was evident from both the focus groups and questionnaires.
Author(s): Valentine RA, Wakeling LA, Ferrie LJ, Schartner A, Guilding C, Peterson J
Publication type: Article
Publication status: Published
Journal: ARELCS
Year: 2019
Volume: 16
Issue: 2
Pages: 1-29
Online publication date: 08/11/2019
Acceptance date: 08/11/2019
Date deposited: 23/11/2020
URL: https://research.ncl.ac.uk/media/sites/researchwebsites/arecls/Dr.%20Alina%20Schartner-----Main%20document%20with%20full%20author%20details_ARECLS%20(1)_revised_AS.pdf
