Building working relationships with peers: an induction activity for students

Authors

  • Lili Yan University of Greenwich
  • Dawn Reilly University of Greenwich

DOI:

https://doi.org/10.21100/compass.v16i1.1378

Keywords:

Business Education, Extended programmes, induction, library services, transition

Abstract

The initial period of transition to university (‘induction’) is important as this is when students first meet university staff and are introduced to university systems. Students also meet each other for the first time and start to form friendship groups which will provide a source of peer support throughout their programmes. This case study sets out an activity which we use with the new students on our extended accounting- and finance- related programmes to introduce students to library resources and enable them to start to build working relationships with their peers. The activity begins with information about the library from an Academic Services Librarian, delivered using an interactive quiz format. Students then work in small groups using the library PCs straight away which enables students to start to build friendships and work independently. The final part of the activity includes group presentations to the whole class.

References

Devis-Rozental, C. and Clarke, S. (2021) ‘HE staff’s attitudes and expectations about their role in induction activities.’ Journal of Learning Development in Higher Education, 21. Available at: https://doi.org/10.47408/jldhe.vi21.659 (Accessed: 17 October 2022).

Gregersen, A., Holmegaard, H. and Ulriksen, L. (2021) ‘Transitioning into higher education: rituals and implied expectations.’ Journal of Further and Higher Education, 45(10), 1356-1370. Available at: https://doi.org/10.1080/0309877X.2020.1870942 (Accessed: 17 October 2022).

Piper, I., Kelly, A. and Mulrooney, H. (2020) ‘Transition to Higher Education; prospective and retrospective student experiences.’ New Directions in the Teaching of Physical Sciences, 15(1). Available at: https://doi.org/10.29311/ndtps.v0i15.3279 (Accessed: 17 October 2022).

Reilly, D., Luo, J., Sun, W. and Warren, E. (2020) ‘Extended programmes: widening participation by narrowing content.’ Compass: Journal of Learning and Teaching, 13(1), 1-3. Available at: https://journals.gre.ac.uk/index.php/compass/article/view/1073/pdf (Accessed: 24 October 2022).

Reilly, D., Warren, E., Kristandl, G. and Lin, Y. (2021) ‘An investigation into the self-efficacy of year one undergraduate students at a widening participation university.’ Teaching in Higher Education. Available at: https://doi.org/10.1080/13562517.2021.2015756 (Accessed: 20 October 2022).

Tett, L., Cree, V. and Christie, H. (2017) ‘From further to higher education: transition as an on-going process.’ Higher Education 73, 389–406. Available at: https://doi.org/10.1007/s10734-016-0101-1 (Accessed: 27 October 2022).

Thomas, L., Hill, M., O’Mahoney, J. and Yorke, M. (2017) ‘Supporting student success: strategies for institutional change.’ Advance HE. Available at: https://www.advance-he.ac.uk/knowledge-hub/supporting-student-success-strategies-institutional-change (Accessed: 20 October 2022).

Weaver, M. (2013) ‘Student journey work: a review of academic library contributions to student transition and success.’ New Review of Academic Librarianship, 19(2), 101-124. Available at: https://doi.org/10.1080/13614533.2013.800754 (Accessed: 22 October 2022).

Downloads

Published

03/08/2023

Issue

Section

Case Studies