A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Supporting student learning
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• Where there are identified language needs (e.g. with students recruited from
overseas), additional English classes can be agreed as part of the programme of study
(see below for further details).
Student induction
Student induction is normally thought of as being the first week of the academic year, but
some induction processes need to extend for the whole of the first term or semester, or
the first level of study. New students transferring into levels 2 and 3 and into postgraduate
programmes also need tailored induction programmes.
Induction, as illustrated in Case study 1, serves four main purposes:
1 Social: to provide a welcoming environment which facilitates students’ social
interaction between themselves and with the staff teaching on the programme of
study upon which they are embarking.
2 Orientation to the university: to provide students with necessary information, advice
and guidance about the university, its facilities, services and regulations.
3 Registration and enrolment: to carry out the necessary administrative procedures to
ensure all students are correctly enrolled on their course of study.
4 Supporting learning: to provide an introduction to a programme of study at the
university and to lay the foundations for successful learning in higher education.
Case study 1: Induction programmes
Drawing upon the literature survey, 15 characteristics of an ideal induction
programme are identified which institutions could use for benchmarking,
reflection, debate and development. It is suggested that an ideal induction
programme would:
• be strategically located and managed
• address academic, social and cultural adjustments that students may face
• provide time-relevant targeted information
• be inclusive of all student groups
• address special needs of particular groups
• make academic expectations explicit
• include teaching staff at a personal level
• develop required computing and e-learning skills
• recognise existing skills and experience
• recognise different entry points and routes into higher education
• be inclusive of students’ families
• be student centred rather than organisation centred