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How does induction affect first year undergraduates’ performance and achievement ? –A pilot study on students’ percepti

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How does induction affect first year undergraduates’ performance and achievement ? –A pilot study on students’ perception of induction. Yun Luan (PhD student, Institution of Learning Enhancement, University of Wolverhampton) Jenny Spencer (School of Health, University of Wolverhampton).

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How does induction affect first year undergraduates’ performance and achievement ?–A pilot study on students’ perception of induction

Yun Luan

(PhD student, Institution of Learning Enhancement, University of Wolverhampton)

Jenny Spencer

(School of Health, University of Wolverhampton)

research background
Research background
  • A consensus on the significance of FY undergraduates’ induction
  • The gap in research on induction
research design
Research design
  • Research questions
  • How, in students’ perception, does induction affect their first year performance and achievement in HE?
  • What particular elements of induction are playing the substantial roles in making the effects?
research design5
Research design
  • Data collection tools

Non-participant unstructured observation;

Semi-structured focus group;

Evaluation Questionnaires

  • Research sample and process
findings i
Findings I
  • Understanding and confidence

‘ It was good that a bit of everything was included-practical, theory, information about modules and tutors and practice placements.’

‘It helped me because I have been able to look ahead to what I have to look forward to.[…] Without this induction I would not have felt ready to start my module.’

  • Morale and motivation

‘It has helped me and made me more determined to complete the course.’

‘I can’t wait to tuck in.’

‘ It lowered morale and unfortunately, I shall take this feeling of resentment away with me.’

findings ii
Findings II
  • Institution facilities and resources

‘The welcome packestablishes the first impression of the institution.’

‘Less abbreviations on timetable as they cause confusion.’

‘The mock ward settings and life sized models in clinical skills centre make us feel professional ‘

  • Induction contents

‘More info on modules, also on CAPD! At least one more session on CAPD’;

‘Maybe a bit more practical to ease us into our placement work’.

  • Induction organization and delivery strategies

‘When we met with our peers, mental health students did not come. I saw this as a disadvantage as adult branch students asked a lot of questions. There are still things I would like to ask about prison placement.’

discussion implication
Discussion & Implication
  • The overall purpose of induction program
  • Integrating priorities in induction design based on specific aims
  • No single factor is decisive in terms of induction efficiency and effectiveness
  • Extra concerns: Individuality and fairness
  • An ‘ideal’ induction checklist
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