Walsh, BA, Nixon, S and Walker, C (2013) A radical re-modelling of induction- the staff experience. Innovations in Practice, 8. pp. 23-36. ISSN 1757-921X

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Abstract

Much is written about the transition of new students into university but there is a smaller body of knowledge about the staffs’ perceptions of the process. How students are inducted into an institution is critical to their level of familiarity and engagement and the development of their knowledge and skills. This paper explores an extended transition process offered to a group of students from the viewpoint of the staff team involved. The findings showed how staff had to move away from their usual roles in transition; for the most part they enjoyed the challenge of delivering the curriculum in this way. Staff did acknowledge the messiness of the programme, and recognised the new transition did impact on other responsibilities they had committed to, but at the same time as this was a new initiative, the problems were quickly put down to a “quick new learning curve” that could be rectified with careful planning.

Item Type:	Article
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Sport Studies, Leisure & Nutrition (closed 31 Aug 19)
Publisher:	LJMU
Date Deposited:	10 Oct 2014 13:55
Last Modified:	04 Sep 2021 14:48
URI:	https://researchonline.ljmu.ac.uk/id/eprint/149

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