Dr Monika Foster

Edinburgh Napier University

Induction and transition to UK HE

Session outline:

• Induction and transition – key elements • Activity• International student induction – research results

from Asian Learner Experience Project (ALEP) • Enhancing induction and facilitating transition:

- Peer Mentoring project– SPICE online induction resource

• Activity - your context

Changing Induction

An event: • Edward (2003) ‘lead in’, ‘first contact that (students) have with the

university and forms their impression’ • Shoefield and Sackville (2006) induction including three parts:

academic, social and administrative

A process: • Tinto’s theory (1975): integration of the student into the new instruction

style and its systems• Huczynski and Buchanan’s (2001) three stage socialisation model of

induction: pre-arrival, encounter and metamorphosis

Online induction: • Lowe and Cook (2003: 75) ‘a process instead of an event, designed to

promote peer group and staff/student interaction as well as academic integration’. Students play a central part

Transition into new context (Purnell, 2002)

Context

SPICE

Peer mentoring

Sp

EncounterPhase 2Induction

Social orientationClarity of Purpose

PreparationPhases 1

and 5Promises

InformationExpectations

Stabilisation Phase 4

EngagementBelongingAcademic

competence

AdjustmentPhase 3Learning

CommunitiesTime on

Task Assessment

The Studentand The

University

Transition (Purnell, 2002)

Preparation stage:- Engage with the new learning culture as early as possible, reflect upon own

learning, develop essential skills for the new learning context

Encounter stage:- Development of supportive peer relationships; Continue to develop essential

skills / awareness of roles and expectations

Adjustment stage:- Negotiating a place in the new organisational and social settings, relationship

building, role development and personal change characterise this stage. - Encourage social networking, peer mentoring; formative assessment

Stabilisation stage:

- Engagement and belonging; developing academic competence.

Transition challenges faced by international students

- New place to live and learn- Integration into the new learning and teaching context- Expectations vs reality - Successes and barriers in forming multi-cultural

relationships- Different cultural norms including study and socialising- Language, especially academic English- Feeling of being ‘outsiders’- Work / study balance, need for careers advice- ......

Transition challenges faced by international students

How do universities address them?

Commonalities but also fundamental differences: - Universities’ profile – teaching or research focused /

partnerships abroad or agents- Different support at different Universities (e.g. SHU / ENU) - Roles of academics (Director of Studies / Personal

Development Tutor)- Student associations – status, role in students’ journey- Profile of students – PG or UG, where from, level of English- ‘International’ – different nationalities and differences within

nationalities.

Induction and transition to UK HE in your context Task: Part 1 • Individually write down areas that you would like to address / need to

be addressed in your context in relation to engaging international students (Column 1)

• Then, give as much detail about what has been done so far (by you, others, institution) to address the issues.

• When ready, discuss your answers in pairs. • Do not fill in Column 3 yet! • Keep the answers (part 2 is coming up).

Asian Learner Experience Project (ALEP) – key elements in transition to UK HE

• Asian Learner Experience Project (2008-2010) with colleagues from Sheffield Hallam University involved 200 students from Indian sub-continent on similar programmes in Hospitality and Engineering at SHU and ENU.

A need for: • Better awareness of University support mechanisms on offer, and

their usefulness• Effective, "formalised" peer support (e.g. via peer mentoring scheme)• Opportunities for social networking created by the University• Better social integration opportunities through social events, trips, etc. • Career advice, joint projects within the University with students from

other faculties driven by the University and built into the programmes.

ALEP results- programme of study

Number of Responses Recorded

Student S

atisfaction

ALEP results - social integration

Number of Responses Recorded

Student S

atisfaction

Research results summary – factors which enhance induction and transition

The student has changed, has the Institution?

• Institution led projects at the University, programme and local level which facilitate peer work with other students

• Process driven – steady development of skills and awareness• Culturally appropriate – e.g. in Asian cultures, students prefer to

seek academic, pastoral, social advice from peers• Value of peer power– use of peer mentoring, peer support as a

means of engaging students • Technology – use of social networking for social engagement,

induction, programme study, etc• Using student stories - student voices appeal to the new students

(by students, for students).

Practices which enhance transition for international students:

Peer mentoring scheme on BA Hospitality Management at

Edinburgh Napier University- Internally funded- Matching students in India with students in Edinburgh (10 pairs)- Supportive environment – training and point of contact- Tapping into a cultural preference to get advice from ‘seniors’ rather

then the University, but mentors trained by experienced trainers- Very positive response from the students in Edinburgh and in India- Very promising results: Mentees get pastoral and academic advice,

they develop a habit of asking for advice. Mentors acquire new skills, they feel valued and involved.

Evaluation - Mentors feedback just after training (attached) - Mentors and mentees feedback (in progress).

Pre-arrival development of skills and awareness (SPICE)

Student – developing skills and awareness, not information giving

Pre-Arrival – long term view of developing skills before arrival

and continued at Edinburgh Napier University

Induction for – life and study at Napier including student voices

Continuing -- storing early work and developing it while at

Edinburgh Napier University

Education – interactive tasks, guessing, saving work and getting feedback

SPICEWhat is it?

An interactive study skills resource for Indian students on BA Hospitality

Management at pilot stage (hope to develop further for all international

students)

Timescale

Used successfully with 2 cohorts of students. Work on the generic product to

begin soon

What’s new?

Student driven, much of the content based on student feedback /

suggestions, student voices. Students complete activities and get feedback,

rather than read about life and study in the UK.

4 strands:

- life and study at university,

- expectations of you as a students, incl time management, tutorial work,

- academic writing,

- presentation skills.

SPICEHome Page

About the Resources

Pack

Are You Ready for

University?

What’s Your Learning Style?

Get the Basics

Time: A Precious Resource

Working with Others

Introduction What to Expect at Napier

Writing Skills Presentation Skills

Writing with ‘Style’

Speaking Our ‘Language’

Giving ‘Credit’ Where it’s

Due

Picture This

Web Links Web Links Web Links Web Links

Induction and transition in your context

Task: Part 2• Look back to your answers so far. • Fill in the 3rd column with further ideas what could be done – possibly

soon or in some near future – by whom, how. • Be as specific as possible.

Discuss in pairs / groups.

ReferencesBallard, B. & Clancy, J. 1994. Teaching Students from Overseas: A Brief Guide for Lecturers and Supervisors.

Melbourne: Longman Cheshire

Bartell, M. 2003. Internationalisation of universities: a university culture-based framework. Higher Education, 45 (1), 43-70

Crosling, G. Edwards, R. And Schroder, B. 2008. Internationalising the curriculum: the implementation experience in a Faculty of Business and Economics. Journal of Higher Education Policy and Management. 30 (2), 107-121.

Edward, N.S. 2003. First impressions last: an innovative approach to induction. Active Learning in Higher Education 4 (3): 226-42.

Foster, M. 2007. Through the eyes of the students: An empirical study of Chinese students’ approaches to learning prior to and during study abroad. Shandong Foreign Language Teaching Journal, 2007 Special Edition

Foster, M (ed) 2008. SEDA Special: Enhancing the experience of Chinese students in UK Higher Education – Lessons from the collaborative project

Foster, M and Barron, P.E. (in press) An Analysis of learning Adjustments of Chinese Students articulating to a UK University. Compare: A journal of comparative education.

Haigh, M. 2002. Internationalisation of the Curriculum: designing inclusive education for a small world. Journal of Geography in Higher Education. 26 (1), 49-66.

Huczynski, A. and Buchanan, D. 2001. Organisational Behaviour. Harlow: Prentice Hall.

Hyland, F. Trahar, S. Anderson, J. Dickens, A. 2008. A changing world: the internationalisation experiences of staff and students (home and international) in UK Higher Education. HEA Escalate

Subject Centre

Knight, J. 1999. Internationalisation of higher education. In: H. De Wit & J. Knight (Eds.) Quality and internationalisation in higher education (pp. 13-28) Paris: Organisation for Economic Co-operation and Development

References (2)Lowe, H., and Cook, A. (2003). Mind the Gap: are students prepared for higher education?, Journal of

Further and Higher Education, 27(1), 53–76.

Morrison, J., Merrick, B., Higgs, S. & Le Metais, J. 2005. Researching the Performance of International Students in the UK. Studies in Higher Education 30(3), 327-337

Purnell, S. 2002. Calm and composed on the surface, paddling like hell underneath. The experiences of first year university students in New Zealand. Paper presented at the Pacific Rim Conference for the First Year in Higher Education, Christchurch, New Zealand

Ramsay, S., Barker, M. & Jones, E. 1999. Academic Adjustment and Learning Processes: A Comparison of International and Local Students in First Year University. Higher Education Research and Development 19(1) ,89-102

Shoefield, M. and Sackville, A. 2006. Student Induction – from Event to Entitlement. Available from http://www.edgehill.ac.uk/solstice/ResearchandDissemination/documents/Studentinduction-fromeventtoentitlement2005.pdf. (accessed 23/08/09)

Singh, M. 2002. Aligning university curricula to the global economy: Making opportunities for new teaching/learning through the internationalisation of education. Paper presented at the 2002 Australian and New Zealand Comparative and International Education Society conference (Internationalising Education in the Asia-Pacific Region: Critical reflections, Critical times), Armidale.

Stocks, J. 2006. Indian Learner. (unpublished)

Tinto, V. 1975. Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research. 45 (1): 89-125.

Turner, Y. 2008. Culture and Pedagogy: international students and inclusive practices in local HE classrooms. (unpublished, PPT presentation)

Warwick, P. 2008. Listening to international students. HEA Enhancing Series Case studies International learning experience.