Induction and transition to UK HE

1. Induction and transition to UK HE Dr Monika Foster Edinburgh Napier University

2. 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

3. 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

4. Sp Preparation Phases 1 and 5 Promises Information Expectations Transition into new context (Purnell, 2002) Context SPICE Peer mentoring Encounter Phase 2 Induction Social orientation Clarity of Purpose Stabilisation Phase 4 Engagement Belonging Academic competence The Student and The University Adjustment Phase 3 Learning Communities Time on Task Assessment

5. 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.

6. 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 • ......

7. 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.

8. 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).

9. 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. ALEP results- programme of study Student Satisfaction Number of Responses Recorded

11. ALEP results - social integration Student Satisfaction Number of Responses Recorded

12. 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).

13. 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).

14. 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. SPICE What 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.

16. SPICE Home Page Introduction What to Expect at Napier Writing Skills Presentation Skills About the Resources Pack Get the Basics Writing with ‘Style’ Picture This Are You Ready for University? Time: A Precious Resource Speaking Our ‘Language’ What’s Your Learning Style? Working with Others Giving ‘Credit’ Where it’s Due Web Links Web Links Web Links Web Links

20. 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.

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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), 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.