I’ll Be There for You: Generating Sustained Student Connectedness from the Beginning. A Practice Report

Wakefield, J; Grabowski, S

I’ll Be There for You: Generating Sustained Student Connectedness from the Beginning. A Practice Report

Wakefield, J

Grabowski, S

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Publisher:: Queensland University of Technology
Publication Type:: Journal Article
Citation:: Student Success
Issue Date:: 2025

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Field	Value	Language
dc.contributor.author	Wakefield, J https://orcid.org/0000-0001-7269-0141
dc.contributor.author	Grabowski, S
dc.date.accessioned	2025-03-07T01:42:49Z
dc.date.available	2025-03-07T01:42:49Z
dc.date.issued	2025
dc.identifier.citation	Student Success
dc.identifier.issn	2205-0795
dc.identifier.issn	2205-0795
dc.identifier.uri	http://hdl.handle.net/10453/185555
dc.description.abstract	This study examines the efficacy of a redesigned induction session to enhance and sustain student connectedness, addressing ongoing concerns relating to student isolation. We socially engineered the group formation process prior to students undertaking a group activity at undergraduate business induction sessions. The intention of the activitywas for students to collaboratively problem-solve components of the university experience, learn where to seek information and develop connections with peers from day one of their university experience. Our analysis confirms that the social engineering of groups based on similar interests enabled students to establish more sustained peer connections compared with random assignment, and students are generallymore satisfied with their induction. These findings have practical implications for universities, which are accepting and enrolling a greater variety of students as they aim to widen participation.
dc.language	en
dc.publisher	Queensland University of Technology
dc.relation.ispartof	Student Success
dc.relation.isbasedon	10.5204/ssj.3527
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	I’ll Be There for You: Generating Sustained Student Connectedness from the Beginning. A Practice Report
dc.type	Journal Article
utslib.citation.volume	2025
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/Accounting Discipline
pubs.organisational-group	University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2025-03-07T01:42:48Z
pubs.publication-status	Published
pubs.volume	Vol. 16, No. 1

Abstract:

This study examines the efficacy of a redesigned induction session to enhance and sustain student connectedness, addressing ongoing concerns relating to student isolation. We socially engineered the group formation process prior to students undertaking a group activity at undergraduate business induction sessions. The intention of the activitywas for students to collaboratively problem-solve components of the university experience, learn where to seek information and develop connections with peers from day one of their university experience. Our analysis confirms that the social engineering of groups based on similar interests enabled students to establish more sustained peer connections compared with random assignment, and students are generallymore satisfied with their induction. These findings have practical implications for universities, which are accepting and enrolling a greater variety of students as they aim to widen participation.

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http://hdl.handle.net/10453/185555