Table Of ContentThe Value Paradox – inducting
undergraduate university students in a
time of austerity
Tim Jones, Penney Upton & Dean J. Wilkinson
The challenges facing UK higher education are both well documented and controversial; however, pitted against
this context is the requirement for psychology departments to provide an increasingly rich and diverse university
experience for students, whilst ensuring progression and retention remain central to undergraduate provision.
Despite the recognition that induction is of upmost importance in ensuring a successful transition from pre-
tertiary to higher education, many universities are faced with changing budgets in the post-Browne era (Browne,
2010) across all aspects of academic life. Such a challenge presents departments with a unique paradox since
student expectations continue to rise as the dominance of consumerism reaches fruition, whilst budgets continue
to decrease. In acknowledging the importance of induction for both the overall student experience and for
retention, the University of Worcester designed and successfully implemented an induction programme on a
considerably reduced budget. A satisfaction questionnaire was completed by 136 undergraduate students
inducted in 2011 and the results compared to those of 87 students from 2010 (where the induction budget was
considerably higher). The results indicate similar levels of satisfaction and engagement with induction activities
and whilst an off-site activity remains key to the success of induction, such an activity doesn’t have to present
considerable expense. This paper provides an overview of designing an induction programme on a reduced
budget, presents satisfaction results from undergraduate students who completed induction in both 2010 and
2011, and presents suggestions for best practice in the design of induction events for psychology undergraduates.
W
HILST UK higher education insti- A-level examination passes at grades AAB,
tutions are continually shrouded in this limit was lifted. Additionally, Willets
uncertainty following the Browne (2010) stated that the reforms would enable
report (2010), the shifting socio-political ‘choice and power in the hands of students’
landscape residing in the shadows continues whilst leaving others, for example, Sir Steve
to make strategic planning increasingly diffi- Smith (Vice-Chancellor, University of
cult. The changes in educational policy at Exeter) referring to this group of students as
times lack transparency or are implemented ‘gold dust’. The net result was unpre-
without extensive consultation, forcing dictability both in terms of student numbers
universities to adopt a reactive rather than and departmental budgets. The true
proactive stance. Despite the Chancellor paradox of the economic situation, however,
publicly declaring ‘Universities are jewels in lies with the mantra ‘do more for less’, since
our economic crown’ (Osborne, 2010), he many university departments are faced with
matched his admiration for universities by decreasing resource budgets whilst tasked
rewarding them with a 40 per cent (£2.9bn) with increasing the student experience, most
reduction in their teaching budget whilst notably and publicly via improvements in
colleagues lifted the cap on the number of National Student Survey scores and Key
AAB students that could be recruited. Previ- Information Set (KIS) data. This alone
ously, UK universities were individually makes for a relatively grim revised landscape,
limited in the number of students that could although at the centre of all the changes and
be recruited, and whilst in the main this uncertainty are those students about to
remains, for those students achieving three embark on their chosen university
Psychology Teaching Review Vol. 19 No 1, Spring 2013 3
© The British Psychological Society
Tim Jones, Penney Upton & Dean J. Wilkinson
programme. Students may have selected Significant attrition places an additional
their university based on a range of criteria economic pressure on universities through
including course content, assessment modes, the further reduction of operating capital,
employability prospects, distance from therefore highlighting the symbiotic rela-
home, course cost and accommodation avail- tionship between student and university.
ability amongst others, but are arguably The process of transition from pre-
unaware of the stark challenges facing the tertiary to higher education frequently relies
university they have joined. on the induction process; ordinarily a set
The reduction of operating budgets is period of time where students are intro-
particularly significant for new students duced to core course-level information,
since the transition between pre-tertiary and university policies and procedures, relation-
higher education is both a period of ship building (staff and peers), orientation
personal investment and one of considerable activities and forward planning. The process
social displacement (Briggs, Clark & Hall, of induction is not only important to help
2012). Further, many students experience a manage student expectations and the
dichotomy between their expectation of realignment of learning styles into one of an
higher education and the presented reality individual learner, but to also provide
during the first year of study (Smith & community development through the sense
Hopkins, 2005), which may intensify difficul- of belonging to either a university or course-
ties in adapting to university life. Successful level community, and foster a view of the
student transition is not only of importance university as a supportive and nurturing envi-
to the individual concerned but is of equal ronment (Edward, 2003).
importance to universities since transition is Although many universities would argue
at the core of student retention and progres- that they aid the process of transition via
sion (Tinto, 1987). The non-completion of their induction programmes, research
level four students is approximated across argues that students experience a burden of
universities at 17 per cent (Christie et al., information on arrival (Briggs et al., 2012),
2004), and whilst the reasons for such attri- and adjustment to university life remains a
tion may be multi-faceted and frequently daunting experience despite carefully
individualistic in nature, some general and planned induction programmes (Hassanien
common themes can be observed. Previous & Barber, 2007). Many universities structure
research suggests that students may hold their induction programmes around the
unrealistic expectations about what univer- provision of information rather than rela-
sity or the teaching experience (Sander et tionship building. Furthermore, few univer-
al., 2000) will entail, making the transition sities focus on expectation management and
period more difficult. Additionally, mature community development despite the key
students, those from disadvantaged back- role they play in helping students move
grounds and those who are first-generation successfully into higher education. In recog-
students may require significantly more nising the importance of fostering a distinc-
support in adapting to university life tive course-culture, Upton, Taylor and
(Johnson & Watson, 2004; Yorke & Thomas, Upton (2009) argue that induction should
2003; Clerehan, 2003). The issues of expec- include a combination of traditional infor-
tation and learner identity are particularly mation delivery sessions and an off-site
important since some students are ill- activity day where students and staff work
prepared to begin study at higher education together in fostering a sense of course
due to a lack of understanding about how community, and in turn help to develop a
university study differs from pre-tertiary sense that universities are supportive envi-
study, and are subsequently required to reor- ronments (Edward, 2003). In redesigning
ganise themselves as independent learners. the psychology induction programme at the
4 Psychology Teaching Review Vol. 19 No. 1, Spring 2013
The Value Paradox
University of Worcester, Upton et al. (2009) acknowledged to promote student learning
introduced an activity-based day at an (Jones, 2009), provide educators with an
outward bound centre where staff and early indication of student performance
students were divided into teams to work on (Boston, 2002) and is directly linked to
problem solving and team-building activities. student retention (Yorke, 2001). Formative
The activity afforded students the opportu- assessment can aid student learning through
nity to build relationships with each other helping students to consolidate and reflect
and staff, and helped to foster a sense of on their learning, identify gaps in their
course-community. Of the 87 students who knowledge, and encourage the identification
completed evaluative questionnaires, 90 per of transferable skills (Bangert-Drowns, Kulick
cent rated the event as enjoyable and 94 per & Morgan, 1991). The identification and
cent agreed that the event provided an reflection of skills was seen as particularly
opportunity to build relationships. Despite important for Worcester psychology under-
such promising results, a dichotomy existed graduates since throughout introductory
in the building of staff-student relationships, modules at level four, students are encour-
since 62 per cent of staff agreed that the aged to identify and reflect on their devel-
event enabled them to get to know students oping skill set to help aid future
better, whilst only 28 per cent of students employability prospects. The alignment of a
agreed that the event provided an opportu- successful induction event and the develop-
nity to build relationships with departmental ment of reflection skills were perceived by
staff. Further, 49 per cent of respondents the course team as of particular importance.
agreed that the event had made them feel The induction event was also seen as an
more at ease about starting university. opportune time to help reduce anxiety and
Although predominantly positive the results integrate those students (e.g. mature
indicated that further refinements could be students and first-generation students) who
made to both the event and the induction traditionally require more initial support
programme overall. Further, the event was (Johnson & Watson, 2004; Clerehan, 2003).
relatively costly and during planning for the Finally, since induction should move beyond
2011 induction programme the depart- simple information gathering and is arguably
mental induction budget was substantially best delivered as an active rather than passive
and significantly reduced. process, an event was required that afforded
orientation and exposure to both the
Psychology Induction 2011 teaching styles adopted in higher education
Whilst recognising the importance of an and the physical environment. The aims of
induction event that moved induction out of the revised induction event were:
the lecture theatre and away from informa- 1. Foster a sense of a supportive learning
tion provision to a practical, team-based community where students and staff alike
activity, where staff and students worked work together;
together to help foster relationships and 2. Provide exposure to higher-education
breakdown barriers, there was also the teaching styles, learning environments
requirement to reduce the overall cost of and to assessment modes adopted at
induction. Further, to help better prepare level four;
students for study at level four it was decided 3. Provide early-formative feedback and
that the induction event should include an develop reflective skills;
activity reflective of a modular assessment 4. Integrate students from across the cohort
mode, and to provide early-formative feed- to help better support students with
back on performance. The role of formative additional requirements;
feedback in higher education has been 5. Support the orientation to the physical
extensively documented and is widely environment.
Psychology Teaching Review Vol. 19 No. 1, Spring 2013 5
Tim Jones, Penney Upton & Dean J. Wilkinson
‘Life without TomTom’ students were assigned to groups by depart-
In order to achieve the aims and deliver the ment staff this prevented students from
event within a substantially reduced budget working in pre-existing friendship groups.
an event entitled ‘Life without TomTom’ was The second part of the activity encouraged
devised. The event introduced students to students to discuss research and built confi-
how individuals learn and navigate novel dence in using ‘psychological language’
routes based on the cognitive mapping work introduced during the introductory lecture
of Tolman (1948). Students were introduced (which in turn had exposed students to one
to this area since cognitive mapping doesn’t of the teaching styles adopted in higher
form part of the A-level syllabus and education), and to discuss ideas of measure-
provided a novel way into introducing ment and accuracy as a group.
research methodology and critical thinking The final part of the activity was the
as part of the induction process. During a production of a research-poster based on a
short presentation, students were informed provided template to help display how accu-
about how cognitive maps develop (Lynch, racy was assessed, provide background infor-
1960), gender differences between map mation to the project and display the
accuracy and features (Tlauka et al., 2005), methodology adopted throughout the
and how maps are measured (Appleyard, TomTom project. The template is the same
1970; Thorndyke & Hayes-Roth, 1982). as the template used in several level four
Following the presentation students were assessments, therefore providing students
separated into groups of six and provided with early exposure to one of the assessment
with Google Map walking instructions for modes and the materials available. To help
one of 10 set destinations. Each destination students with background information two
was 10 to 15 minutes in walking duration, articles were provided, but each group only
included at least one Worcester landmark, received one article and was encouraged to
and was city-centre based. Students were share resources to further foster communi-
asked to walk the route twice in each direc- cation skills, and to help manage expecta-
tion (waking the route for a total of four tions regarding the availability of resources.
times) and then return to the city-centre Each group was also provided with the
based base-room where they were asked to poster-marking criteria implemented at level
individually draw their cognitive map. four and asked to consider their poster
Students who were already familiar with against the criteria. Importantly, whilst
Worcester were placed into a separate group students were working on the posters depart-
since their maps should arguably be more ment staff circulated between groups
accurate than those students who were unfa- discussing the project, the background liter-
miliar with the local environment and would ature and the importance of reading
provide a further discussion point for the academic articles in addition to core course
subsequent part of the activity. texts, and provided details on reading strate-
After drawing the sketch-map students gies. The latter part of the event was
were asked to consider how they would assess designed to help foster a relationship
the accuracy of their maps, who in the group between staff and students and to provide an
had the most accurate map, whether they example of the structure of seminar sessions
could identify Lynch’s (1960) features on at level four.
their sketch maps and whether any gender The event embedded skill development
differences existed. The initial part of the across a number of areas and students were
activity afforded students the opportunity to asked to think about the skills they had
become familiar with a region of the local developed or strengthened as part of the
environment whilst fostering the develop- induction event during the reflective
ment of interpersonal relationships. Since process. The activity had actively encouraged
6 Psychology Teaching Review Vol. 19 No. 1, Spring 2013
The Value Paradox
relationship formation, communication, tation and confidence building to best
problem solving skills, and encouraged level support students ahead of their forthcoming
four students to think about research in real- programme. The real importance of induc-
world settings whilst being active partici- tion, however, is two-fold; successful induc-
pants. tion facilitates transition and in turn reduces
In assessing the event, 136 students attrition, and through this increase in reten-
completed a short questionnaire based on tion and achievement, increased (student)
the questionnaire devised by Upton et al. satisfaction and funding may follow. Natu-
(2009), with 95 per cent agreeing (strongly rally, there is a need to inform students of
agree or agree) that the event was enjoyable procedural systems and university policies
and 98 per cent agreeing that the event and introduce students to learning resources
provided an opportunity to build relation- and wider university support mechanisms,
ships. Further, there was a substantial although when and where these occur is a
improvement in relationship building with contentious issue. Induction weeks are tradi-
staff in the department, with 62 per cent of tionally dogged by overloading students with
students agreeing that the event provided an information through passive talks rather
opportunity to get to know staff and 69 per than involving students as active partners in
cent agreeing that the event had made them seeking information. If information provi-
feel more comfortable about starting univer- sion is required ahead of programme
sity. The ability to provide early-formative commencement, then arguably students
feedback was also positively received with should be involved in seeking the most perti-
students commenting that they were more nent information with the remaining infor-
assured that the criteria were transparent mation left to infiltrate throughout the
and that they had already had an opportu- academic year. Certainly, Briggs et al. (2010),
nity to practise an assessment mode. suggest that induction should occur over a
prolonged period ranging from one
Concluding remarks semester to an entire academic year to help
Although the paradoxical relationship prevent information overload and feelings of
between funding and enhancing the student a non-supportive and didactic environment.
experience remains, combined with the Despite the paradox, sometimes more can
importance of inducting new students into be done with less.
higher education to best prepare them for
future study, manage their expectations and The Authors
foster a learning community, this article and Tim Jones, Penney Upton &
the revised induction programme at the Dean J. Wilkinson
University of Worcester demonstrate that Psychological Sciences,
induction doesn’t have to be an expensive University of Worcester.
process. It should certainly be a process
whereby the student is central to the aims Correspondence
and outcomes and managing the transition Dr Tim Jones
from pre-tertiary to higher education is Psychological Sciences,
conducted in an active way whereby students University of Worcester,
are partners on the educational journey Bredon,
rather than customers. Induction events Henwick Grove,
should also embed a range of communica- Worcester, WR2 6AJ.
tion and presentation skills, alongside orien- Email: t.jones@worc.ac.uk
Psychology Teaching Review Vol. 19 No. 1, Spring 2013 7
Tim Jones, Penney Upton & Dean J. Wilkinson
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