Stakeholder informed non-traditional student induction: a balanced approach
The purpose of this paper is to consider 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 conventio...
| Main Authors: | , , , |
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| Format: | Journal Article |
| Published: |
Emerald Group Publishing Ltd.
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/48304 |
| _version_ | 1848758072513658880 |
|---|---|
| author | Soontiens, Werner Kerr, Rosie Ang, Grace Scully, Glennda |
| author_facet | Soontiens, Werner Kerr, Rosie Ang, Grace Scully, Glennda |
| author_sort | Soontiens, Werner |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The purpose of this paper is to consider 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 optimize impact and resources. |
| first_indexed | 2025-11-14T09:38:10Z |
| format | Journal Article |
| id | curtin-20.500.11937-48304 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:38:10Z |
| publishDate | 2016 |
| publisher | Emerald Group Publishing Ltd. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-483042017-09-13T14:22:14Z Stakeholder informed non-traditional student induction: a balanced approach Soontiens, Werner Kerr, Rosie Ang, Grace Scully, Glennda The purpose of this paper is to consider 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 optimize impact and resources. 2016 Journal Article http://hdl.handle.net/20.500.11937/48304 10.1108/IJEM-11-2014-0146 Emerald Group Publishing Ltd. restricted |
| spellingShingle | Soontiens, Werner Kerr, Rosie Ang, Grace Scully, Glennda Stakeholder informed non-traditional student induction: a balanced approach |
| title | Stakeholder informed non-traditional student induction: a balanced approach |
| title_full | Stakeholder informed non-traditional student induction: a balanced approach |
| title_fullStr | Stakeholder informed non-traditional student induction: a balanced approach |
| title_full_unstemmed | Stakeholder informed non-traditional student induction: a balanced approach |
| title_short | Stakeholder informed non-traditional student induction: a balanced approach |
| title_sort | stakeholder informed non-traditional student induction: a balanced approach |
| url | http://hdl.handle.net/20.500.11937/48304 |