Stakeholder informed non-traditional student induction: a balanced approach

Abstract

Purpose

The paper considers the evolution of a tailored university induction program over time to establish the change in the nature and content of the program.

Design/methodology/approach

The induction program is pitched against the conceptual backdrop of academic norms and conventions, language, integration and the role of mentoring. As an exploratory study of a unique and complex induction program it reports on the basis of discourse analysis over time (from 2009 to 2012).

Findings

The paper establishes that consideration of feedback by students, university staff (academic and professional) and external stakeholders has allowed the program to morph to a balanced content of academic; social; and socio-academic integration activities.

Research limitations/implications

The paper confirms the framework proposed by Zepke and Leach (2005) and renders a further level of validity to the model when applied in a cross-cultural higher education context.

Practical implications

Practical implications include the value of involving stakeholders as source of knowledge for considering continuous improvements and the notion that a remedial approach to integration of international students proves to be ineffective.

Originality/value

Articulation pathways for Chinese university students into Australian universities create a unique set of expectations and challenges to both the students and the Australian universities. A tailor made induction program is a crucial step in addressing these and requires continuous improvement to retain relevance and optimise impact and resources.

Citation

Soontiens, W., Kerr, R., Ang, G. and Scully, G. (2016), "Stakeholder informed non-traditional student induction: a balanced approach", International Journal of Educational Management, Vol. 30 No. 4. https://doi.org/10.1108/IJEM-11-2014-0146