Transcript Document
Key Features of the Manchester Induction Framework Jenny Wragge, Project Manager, Induction Project 2012-13 INTRODUCTION Today’s session Journey So Far Importance of Induction Underlying Objectives of the Framework What you can do now Governance Next Steps for the Project Questions The Journey So Far … Autumn 2013 Summer 2013 Feb – April • Draft for Feedback 2013 •Consultation January 2013 • Began • Framework approved January February 2014 • Launch & Implementation IMPORTANCE OF INDUCTION University Priorities (December 2013) Personalised support Goal 2 Online Support Improving Student Experience Quality and Supply of Teaching Spaces Learning Through Research STUDENT SUCCESS Induction at the heart of Student Success Employability Attainment Retention Induction Purpose & Objectives A platform for success + Course Organisation + Support, Wellbeing & Personal Development + Academic Skills Culture, Values & Expectations Student success is underpinned by a foundation of a strong sense of community and belonging. Developing the relationship with the University School community: Academic Lecturers / Friends on course Researchers Peer Support Adviser PSS Staff + Wider University community: Union, Hall, Volunteering, University College, Sport … Induction has the objectives of providing ‘tools for success’ and supporting students to identify with 8 their programme/area of study (School community) and the wider University: What is the Induction Framework meant to do? OBJECTIVES • Consistency for Students – Outcomes consistent, methods flexible (10-14) • Underpinning Principles (22) • Key Content: Tools for Success (16-20) • Ongoing Cycle – tools provided; not all at once • Partnership with Students • Continuous Improvement What you can do now ACTION! What to do next • Start to use the framework to plan induction in your School or subject area – To what extent will your existing provision deliver the outcomes? – Is there anything you need to change? – Map your existing provision against the induction principles – Audit your content – are all the ‘tools’ covered? • Involve students in both planning and review • Try new stuff - and tell us about how it went. What didn’t work as much as what did. (You can help others avoid inventing the square wheel!) • Do what you can to ensure or promote the idea that induction should be continually reviewed, adjusted and improved Support. Monitor. Review. GOVERNANCE Roles and • Continuous Improvement Responsibilities Objectives • Dialogue with Students • Sharing practice between and within Faculties • Consistency of experience for students • Institution knows framework adhered to • Schools - delivery • Faculties – support Schools, monitoring • Management Group – monitor, review, support Faculties • DSE – resources, good practice, events, support Framework launched/ reviewed & updated Management Group DSE Framework briefings provided Management Group report to SEMG Spring Review of Induction Reflecting on the success of activity that has taken place and planning for next year. School / Faculty SSLC DSE/Faculties Evaluation/reflection built in at two specified stages Student contribution embedded Responsive: opportunity to adjust in year; students see the benefit Incorporates stakeholder engagement at different levels Activities planned to meet outcomes in framework Faculties & Schools Management Group Workshop / event to share good practice DSE Adjustments made; good practice captured; lessons and unintended consequences identified Faculties & Schools Autumn Review of Induction- reflection on the success of arrival and return? School / Faculty SSLC Management Group Do it Review it Improve it Do it again Next Steps for the Project • Set up sub-group of TLMG to oversee Implementation Phase • Set up systems for monitoring and review • Understand and implement the Faculty role; develop guidance; establish location for central support for induction – and what that entails • Establish as ‘business as usual’ by the end of July …