Student Induction and Transition

Introduction

This page provides useful resources and guidance for the academic elements of the student journey into HE and is the basis for securing ongoing progression, retention and success for your students.

Successful programmes were able to help students adapt to being successful learner in HE and were able to create an environment in which students felt known, valued and part of a community.”

The Here Project Toolkit

Transition to university involves a student in a range of experiences, some course-related, but many ‘life-related’ such as living independently, getting on with other people, forming new relationships, managing finances and coping with freedom to find a work-life balance that works at this stage of their lives. As far as learning and teaching goes, induction should help students feel that they belong to a new community where learning about their course is a significant part of how they spend their time.

 

Induction and Transition timeline

Click on a section to see resources relating to that point in the student journey

Before your students arrive

Arrival, Welcome and Orientation

Academic Induction

Transition
(minimum Term 1&2)

Before Your Students Arrive

 

Programme and Curriculum Design

What have your students been studying?

BTEC Student Experience

Arrival, Welcome and Orientation

Welcome activities from 2017/18:

All offer holders and new students were encouraged to engage with induction and pre-induction activities through a variety of channels. They received information on how to enrol, personalised induction timetables, what support is available and how to make the most of term start. An overall Manchester Met Welcome website was created. Timetable of induction activities »

Transition in HE: The first year experience

We can underestimate how prepared students are for studying at university. The Reciprocal Journeys project created a space for staff and students at university and at college to better understand their experience of the learning and teaching that they encounter in their respective environments. A film of this exchange has been created as a tool for staff development. We hoped to address the concern that ‘Induction into HE’ can be so focused on the HE context, that it can largely ignore students’ prior experiences of learning.

There has been a good deal of research on the transitions that students make during the first year of their HE experience, and particularly on the ways in which universities can organise their provision to make this transition successful as far as the student is concerned.

Some of the most successful inductions are planned by programme teams across all years and consider the returning students’ needs as well as the new undergraduate cohort. This example from the Manchester Met School of Engineering shows how planning for each of the undergraduate cohorts caters to the specific needs of students at each level but retain a coherent feel for the school.

Other Resources

MMU Programme Management Plan: Induction and Transition

Student Transition Map: this map from the QAA Scotland Enhancement themes has collected relevant resources collected from across the sector.

Presentations from HEPI Annual Conference 2016: The Student Journey - from teenage to middle-age: