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

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...

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Autores principales:	Camila Devis-Rozental, Susanne Clarke
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2021
Materias:	transitions student experience HE staff HE staff experience Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/378b71edfc49494cb65678497702017c
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id	oai:doaj.org-article:378b71edfc49494cb65678497702017c
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spelling	oai:doaj.org-article:378b71edfc49494cb65678497702017c2021-11-29T14:01:59ZHE staff’s attitudes and expectations about their role in induction activities10.47408/jldhe.vi21.6591759-667Xhttps://doaj.org/article/378b71edfc49494cb65678497702017c2021-09-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/659https://doaj.org/toc/1759-667X 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. Camila Devis-RozentalSusanne ClarkeAssociation for Learning Development in Higher Education (ALDinHE)articletransitionsstudent experienceHE staffHE staff experienceTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 21 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	transitions student experience HE staff HE staff experience Theory and practice of education LB5-3640
spellingShingle	transitions student experience HE staff HE staff experience Theory and practice of education LB5-3640 Camila Devis-Rozental Susanne Clarke HE staff’s attitudes and expectations about their role in induction activities
description	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.
format	article
author	Camila Devis-Rozental Susanne Clarke
author_facet	Camila Devis-Rozental Susanne Clarke
author_sort	Camila Devis-Rozental
title	HE staff’s attitudes and expectations about their role in induction activities
title_short	HE staff’s attitudes and expectations about their role in induction activities
title_full	HE staff’s attitudes and expectations about their role in induction activities
title_fullStr	HE staff’s attitudes and expectations about their role in induction activities
title_full_unstemmed	HE staff’s attitudes and expectations about their role in induction activities
title_sort	he staff’s attitudes and expectations about their role in induction activities
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2021
url	https://doaj.org/article/378b71edfc49494cb65678497702017c
work_keys_str_mv	AT camiladevisrozental hestaffsattitudesandexpectationsabouttheirroleininductionactivities AT susanneclarke hestaffsattitudesandexpectationsabouttheirroleininductionactivities
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HE staff’s attitudes and expectations about their role in induction activities

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