induction and transition to uk he

8/12/2019 Induction and Transition to UK HE

1/22

Dr Monika Foster

Edinburgh Napier University

Induction and transition to UK HE


2/22

Session outline:

Induction and transitionkey elements

Activity

International student inductionresearch results

from Asian Learner Experience Project (ALEP)

Enhancing induction and facilitating transition:

- Peer Mentoring project

SPICE online induction resource

Activity - your context


3/22

Changing Induction

An event:

Edward (2003) lead in, first contact that (students) have with theuniversity and forms their impression

Shoefield and Sackville (2006) induction including three parts:

academic, social and administrative

A process:

Tintos theory (1975): integration of the student into the new instruction

style and its systems

Huczynski and Buchanans (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


4/22

Transition into new context (Purnell, 2002)

ContextSPICE

Peer mentoring

Sp

EncounterPhase 2

Induction

Social

orientation

Clarity of

Purpose

PreparationPhases 1

and 5

Promises

Information

Expectations

Stabilisation

Phase 4

Engagement

Belonging

Academic

competence

Adjustment

Phase 3

Learning

Communities

Time on Task

Assessment

The

Student

and The

University


5/22

Transition (Purnell, 2002)

Preparation stage:

- Engage with the new learning culture, reflect upon own learning,develop essential skills

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.


6/22

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-culturalrelationships

- Different cultural norms including study and socialising

- Language, especially academic English

- Feeling of being outsiders- Work / study balance, need for careers advice

- ......


7/22

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 associationsstatus, role in students journey

- Profile of studentsPG or UG, where from, level of English

- International different nationalities and differences within

nationalities.


8/22

Induction and transition to UK HE in your

contextTask: 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).


9/22

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.


10/22

ALEP results- programme of study

Number of Responses Recorded

Stude

ntSatisfaction


11/22

ALEP results - social integration

Number of Responses Recorded

StudentSatisfa

ction


12/22

Research results summary factors which

enhance induction and transitionThe student has changed, has the Institution?

Institution led projects at the University, programme and local level

which facilitate peer work with other students

Process drivensteady development of skills and awareness

Culturally appropriatee.g. in Asian cultures, students prefer to

seek academic, pastoral, social advice from peers

Value of peer poweruse of peer mentoring, peer support as a

means of engaging students

Technologyuse of social networking for social engagement,

induction, programme study, etc

Using student stories - student voices appeal to the new students

(by students, for students).


13/22

Practices which enhance transition for

international students:

Peer mentoring scheme on BA Hospitality Management atEdinburgh Napier University

- Internally funded

- Matching students in India with students in Edinburgh (10 pairs)

- Supportive environmenttraining 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).


14/22

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


15/22

SPICEWhat is it?

An interactive study skills resource for Indian students on BA HospitalityManagement 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

Whats 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,- resentation skills.


16/22

SPICEHome

Page

About the

ResourcesPack

Are You

Ready for

University?

Whats Your

Learning

Style?

Get the

Basics

Time:

A Precious

Resource

Working with

Others

Introduction What toExpect atNapier

Writing Skills PresentationSkills

Writing with

Style

Speaking Our

Language

Giving Credit

Where its

Due

Picture This

Web Links Web Links Web Links Web Links


17/22


18/22


19/22


20/22

Induction and transition in your context

Task: Part 2

Look back to your answers so far.

Fill in the 3rdcolumn with further ideas what could be donepossibly

soon or in some near futureby whom, how.

Be as specific as possible.

Discuss in pairs / groups.


21/22

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. HigherEducation, 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 approachesto 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

EducationLessons 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-operationand Development


22/22

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), 5376.

Morrison, J., Merrick, B., Higgs, S. & Le Metais, J. 2005. Researching the Performance of InternationalStudents 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) ,89-102Shoefield, M. and Sackville, A. 2006. Student Inductionfrom 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.
http://www.edgehill.ac.uk/solstice/ResearchandDissemination/documents/Studentinduction-fromeventtoentitlement2005.pdfhttp://www.edgehill.ac.uk/solstice/ResearchandDissemination/documents/Studentinduction-fromeventtoentitlement2005.pdfhttp://www.edgehill.ac.uk/solstice/ResearchandDissemination/documents/Studentinduction-fromeventtoentitlement2005.pdfhttp://www.edgehill.ac.uk/solstice/ResearchandDissemination/documents/Studentinduction-fromeventtoentitlement2005.pdfhttp://www.edgehill.ac.uk/solstice/ResearchandDissemination/documents/Studentinduction-fromeventtoentitlement2005.pdf

induction and transition to uk he

Documents