Student Induction Policy Version 0.1 

The following policy outlines how the Institute will ensure new learners receive an appropriate  and comprehensive induction programme before they begin their studies.  

This policy is aligned to the expectations and core practices Regulatory Framework for Higher  Education; particular regard is given to the Code’s accompanying guidance themes of:  

i. Enabling Student Development and Achievement  

ii. Quality Monitoring and Evaluation  

iii. Student Engagement  

England’s Regulatory Framework is the definitive reference point for all UK higher education  institutions and sets out how academic standards are established and maintained and how the  quality of learning opportunities are assured and enhanced.  

Document Information:  

Document owner(s)*: Principal; and Head of Student  

Date of next review: September 2024 

Document Status: IN USE  

Dissemination: For general publication  

The document owner is responsible for maintaining and updating the content of this document  and ensuring that it reflects current practice at the Institute.  

Contents  

1. The Importance and Purpose of Student Induction 

2. Protocol for Running Inductions 

3. Responsibility for Inductions 

4. Quality Assurance of Induction Experience 

5. The Prevent Duty 

6. Review and Update 

1. The Importance and Purpose of Student Induction  

1.1. Life Evergreen Centre of Career Development (LEICAD) will provide a comprehensive and  informative induction to all new students to familiarize them with the School’s regulations and  services, and provide a general orientation. 

1.2. The Institute understands the importance of inductions in enabling student achievement by  ensuring students are confident about commencing their studies and are aware of the support  available to them from the outset of their study programmes.  

1.3. The purpose of induction to study programmes is primarily to:  

I. Prepare students for the rigors of study and adjusting to academic life,  II. Familiarise them with the School’s mode of teaching- (blended), facilities, support  services and its Virtual Learning Environment,  

III. Provide students with the information and resources they need to begin their studies  (such as handbooks and reading lists),  

IV. Introduce students to key staff members and support services,  

V. Provide opportunity to develop friendship groups and support networks at an early stage, VI. Make students aware of social and extracurricular events available to them,  VII. Ensure students are aware of key policies and procedures and understand what is  expected from them to successfully complete their studies,  

VIII. Explain the assessment process in details,  

IX. Receive feedback from students about the student recruitment and admissions process  to promote continuous enhancement,  

X. Make initial arrangements for representation of the collective student voice in the  governance of the Institute. 

XI. Provide a basic health and safety briefing and ensure students are aware of what to do in  an emergency,  

XII. Explain to students about academic integrity and the significant consequences and effects  of academic misconduct on their studies and course outcomes.  

1.4. The School is aware that students’ experience at induction will shape their first impressions  of the Institute and plays a crucial role in encouraging early-stage continuation and active  participation. The Institute will design its induction events in a way that is mindful of students’  academic readiness and diverse needs.  

2. Protocol for Running Inductions 

2.1. Course timetables will normally be provided to students upon enrolment.  

2.2. The School will normally notify students of their induction details at least 10 days prior to  the induction date, except where students enroll to programmes late, in which case they will be  notified as soon as possible.  

2.3. Students’ attendance at inductions is a mandatory requirement of the programme and the  Institute will inform students of this.  

2.4. Every student will be required to read and sign the Institute’s Enrolment Terms and  Conditions prior to commencing their induction; this agreement sets out clearly the Institute’s  expectations of its students, as well as its obligations to them. 

2.5. During the induction, the Institute will distribute general and programme-specific  information resources, including the Student Handbook, programme handbooks and any other  course materials that need to be provided at this stage (e.g. lists of key staff contacts).  

2.6. The Institute will ensure that all students, including those joining late, receive the benefit of  a full induction; this will be held as soon as possible but within one week of their enrolment on  the course.  

2.7. Where required, induction activities may extend into early teaching weeks to allow students  to absorb the information they need without being overwhelmed; themes given in the early  stages of induction may be reinforced or expanded upon.  

2.8. As part of their induction, each student will have a one-to-one session (physical or virtual) with a Personal Tutor during the first four weeks of the course to aid in the compilation of a  personal learning and development plan; the plan will identify support mechanisms that may  benefit academic and personal progression, as well as identifying key skills gaps.  

2.9. The induction will provide an opportunity for staff to engage with new students on their  experience of the Institute throughout recruitment, admission and enrolment, as well as  ascertaining and responding to their expectations of the programme.  

2.10. During induction, students will begin the process of selecting their representatives, who will  participate in the School’s governance committees. Students in representative roles will benefit  from additional induction to prepare them in undertaking the duty of conveying the views and  concerns of the wider student body to the Institute’s management body.  

2.11. Registers will be taken during induction events; a list of new students not present at  induction events will be provided to the Registry who will contact absentees to arrange for them  to attend another session.  

3. Responsibility for Inductions 

3.1. Ultimate responsibility for the development of clear and effective processes and procedures  associated with the quality assurance and maintenance of standards of academic provision and  overseeing their application lies with the Academic Board.  

3.2. Deans, Course Leaders and Student Support Service Co-ordinators will be responsible for  designing the content and structure of students’ inductions in such a way that supports the  objectives in 1.3, as well as the delivery of inductions.  

3.3. The Registry will be responsible for scheduling inductions around core teaching activities in  a manner that is not disruptive to core teaching and learning activities.  

3.4. The Registry will additionally be responsible for ensuring that students are notified about  their induction within the specified time, as well as contacting students who cannot attend or  miss their inductions to make alternate arrangements. 

3.5. New students will be responsible for attending all induction events as directed by the  Registry.  

4. Quality Assurance of Induction Experience  

4.1. Institute Centre Coordinator will collect and consider feedback from students on their  induction experiences. All students will be invited to participate in a survey. This activity will form  part of the Institute’s wider quality monitoring structure.  

4.2. Academic heads should ensure that early student experience, and in particular course  induction, is evaluated and discussed at Course Committee meetings; reports on the  effectiveness of inductions are provided to the Academic Board as part of the Institute’s internal  self-assessment reporting protocol. Nominated student representatives will be included in these  discussions.  

5. The Prevent Duty 

5.1. As an educational Centre, the Institute has a duty to preserve a learning environment which  is characterized by the principles of academic freedom and freedom of speech, as well as the  need to prevent people from being radicalized or drawn into terrorism.  

5.2. The Institute is committed to upholding the following shared values:  

∙ Respect for democracy and support or participation in the democratic process;  ∙ Respect for the basis on which the law is made 

∙ Support for the equality of opportunity for all;  

∙ Support and respect for the liberties of all within the law;  

∙ Respect for and tolerance of different faiths and religious and other beliefs.  

5.3. The Institute will use student inductions as an opportunity to impart these values and make  students aware of the Prevent Duty; students will also be informed about the Institute’s  Safeguarding and Prevent duty policies, and how and when to report a concern.  

5.4. Students will also be consulted on the School’s approach to upholding the Prevent Duty  during induction, and in particular the means by which it manages its obligations to preserve  academic freedom with the need to ensure a safe learning environment for its students; such  consultations will inform the ongoing development of the Institute’s policies and procedures for  upholding the Prevent Duty.  

6. Review and Update  

6.1. This policy will be reviewed and updated annually by the Academic Board, changes to it will  be reported to the School’s Board.  

Version History 

Version 0.1 – First draft Original author(s): Quality Audit Manager Reviewed by: Publications  Committee