STUDENT INDUCTION STRATEGIES
Clack, Hugh (2009)
Clack, Hugh
Kymenlaakson ammattikorkeakoulu
2009
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-200911245950
https://urn.fi/URN:NBN:fi:amk-200911245950
Tiivistelmä
The introduction of new students to the study environment is an important stage that will give the first impression to students. This can have a profound effect as to whether students will be satisfied with their chosen degree programme and university, and whether they will stay during the first year.
The main aim of this thesis was to show how a structured student induction strategy could be implemented in such a way as to ensure that students will be satisfied with the first impressions of their study-life and hopefully to increase retention rates of student numbers especially during the first year.
The main method for this research has been action based using one particular group of students as a focus group. Further research looked at universities in the UK as a small benchmark investigation. Other sources of information were based on education and HRM strategies.
The main conclusion highlights areas in induction that need attention. It also shows that foreign students may need a separate or more involved induction programme due to cultural differences. The induction processes were developed as part of this research. Suggestions are also given for future development. One result of the study was the introduction of an induction checklist that has now been taken into use by student counsellors.
The main aim of this thesis was to show how a structured student induction strategy could be implemented in such a way as to ensure that students will be satisfied with the first impressions of their study-life and hopefully to increase retention rates of student numbers especially during the first year.
The main method for this research has been action based using one particular group of students as a focus group. Further research looked at universities in the UK as a small benchmark investigation. Other sources of information were based on education and HRM strategies.
The main conclusion highlights areas in induction that need attention. It also shows that foreign students may need a separate or more involved induction programme due to cultural differences. The induction processes were developed as part of this research. Suggestions are also given for future development. One result of the study was the introduction of an induction checklist that has now been taken into use by student counsellors.