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Abstract
This case study gives an analytical account of institutional development in induction provision.
Driven by student experience concerns, a London post-1992 University set up an ‘enhanced induction project’ to provide a more integrated, personalised approach through more coordinated processes. In a large, diverse context, university-wide working is problematic; issues about control and autonomy are illustrated by this action research. Significant change has been achieved in a developmental process shaped by and revealing the interplay of differing organisational cultures. Critical reflection on change management, from practice and strategy to policy and embedding, draws on a range of work on organisational cultures.
Acknowledgements
With thanks to Professor Ian McNay for much valued critique and suggestions.
Additional information
Sally Alsford is part of the Educational Development Unit at the University of Greenwich, where her work has a strong focus on student experience and includes University-wide work on transition, retention and personal tutoring, in addition to curriculum development work with academic programme teams. Previously she was a programme leader and New Arrivals Coordinator in the School of Humanities and Social Sciences, University of Greenwich.
Christine Rose worked for ten years as Director of Student Affairs at the University of Greenwich and is particularly interested in high quality service delivery for students for administration and student support. She has been involved in a number of university development projects and is currently an interim manager with experience as Registrar at Rose Bruford College and Academic Registrar at Christ Church Canterbury University. Address for correspondence: 29 Mount Road, Bexleyheath, Kent, DA68JW.