Generating sustained student connectedness through student induction

Wakefield, J; Faulkner, S

Generating sustained student connectedness through student induction

Wakefield, J Faulkner, S

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Publication Type:: Conference Abstract
Citation:: 2023
Issue Date:: 2023-07-04

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Field	Value	Language
dc.contributor.author	Wakefield, J
dc.contributor.author	Faulkner, S https://orcid.org/0000-0001-7904-1240
dc.date	2023-07-04
dc.date.accessioned	2024-09-18T10:31:23Z
dc.date.available	2024-09-18T10:31:23Z
dc.date.issued	2023-07-04
dc.identifier.citation	2023
dc.identifier.uri	http://hdl.handle.net/10453/180856
dc.description.abstract	Background/context. This study examines the efficacy of an induction session on day one of university to facilitate sustained peer networks. Such networks enhance student belonging, reduce anxiety and lead to higher study persistence (Hausmann et al., 2009), and address recent challenges associated with student connection and isolation rates. The initiative/practice. Students were invited to complete an optional pre-induction form. The information provided here was used to group students at the induction session with peers with similar personal and study interests. Students who didn’t complete the form were randomly assigned to separate groups, not based on interest similarity. In the induction session, students completed a collaborative activity with their groups. Assigning students to groups with peers with similar interests is based on literature arguing that individuals who exhibit commonalities are more likely to develop sustained friendships (Bryden et al., 2011). Methods of evaluative data collection and analysis. First, students completed a survey with Likert and open-ended questions measuring their induction session satisfaction. We compared responses to test whether satisfaction differs depending on whether students complete the form. Second, we surveyed students in the later stage of the teaching semester following the induction to measure to what extent they kept in touch with peers they met at induction and whether this differs depending on pre-induction form completion. Evidence of outcomes and effectiveness. We find that students who completed the form are significantly more satisfied with opportunities to meet peers and also the information provided at the induction session. We found significantly and substantially higher proportions of students kept in touch with peers from their induction session groups when they had completed the pre-induction form.
dc.language	en
dc.relation.ispartof	HERDSA Annual Conference
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Generating sustained student connectedness through student induction
dc.type	Conference Abstract
utslib.location.activity	Brisbane
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Business
pubs.organisational-group	University of Technology Sydney/Faculty of Business/Management Discipline
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Business and Sustainable Development (CBSD)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Business and Social Innovation (CBSI)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Business and Sustainable Development (CBSD)/Associate Member
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2024-09-18T10:31:21Z
pubs.finish-date	2023-07-07
pubs.publication-status	Published online
pubs.start-date	2023-07-04

Abstract:

Background/context. This study examines the efficacy of an induction session on day one of university to facilitate sustained peer networks. Such networks enhance student belonging, reduce anxiety and lead to higher study persistence (Hausmann et al., 2009), and address recent challenges associated with student connection and isolation rates. The initiative/practice. Students were invited to complete an optional pre-induction form. The information provided here was used to group students at the induction session with peers with similar personal and study interests. Students who didn’t complete the form were randomly assigned to separate groups, not based on interest similarity. In the induction session, students completed a collaborative activity with their groups. Assigning students to groups with peers with similar interests is based on literature arguing that individuals who exhibit commonalities are more likely to develop sustained friendships (Bryden et al., 2011). Methods of evaluative data collection and analysis. First, students completed a survey with Likert and open-ended questions measuring their induction session satisfaction. We compared responses to test whether satisfaction differs depending on whether students complete the form. Second, we surveyed students in the later stage of the teaching semester following the induction to measure to what extent they kept in touch with peers they met at induction and whether this differs depending on pre-induction form completion. Evidence of outcomes and effectiveness. We find that students who completed the form are significantly more satisfied with opportunities to meet peers and also the information provided at the induction session. We found significantly and substantially higher proportions of students kept in touch with peers from their induction session groups when they had completed the pre-induction form.

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http://hdl.handle.net/10453/180856