Implementation and evaluation of a first-year university induction support programme for business students in Spain

References

• Allen, J. M., & Smith, C. L. (2008). Faculty and student perspectives on advising: Implications for student dissatisfaction. Journal of College Student Development, 49(6), 609–624. doi: 10.1353/csd.0.0042
   Web of Science ®Google Scholar
• Anderson, D., Wason, H., & Southall, J. (2016). Supporting business student’s transition into higher education: The case of marketing downloads. Teaching in Higher Education, 21, 978–989. doi: 10.1080/13562517.2016.1207625
   Web of Science ®Google Scholar
• Angrist, J., Lang, D., & Oreopoulos, P. (2009). Incentives and services for college achievement: Evidence from a randomized trial. American Economic Journal: Applied Economics, 1, 136–163.
   Web of Science ®Google Scholar
• Arco-Tirado, J. L., Fernández-Martín, F. D., & Fernández-Balboa, J. M. (2011). The impact of a peer-tutoring program on quality standards in higher education. Higher Education, 62, 773–788. doi: 10.1007/s10734-011-9419-x
   Web of Science ®Google Scholar
• Baik, C., Naylor, R., & Arkoudis, S. (2015). The first year experience in Australian universities: Findings from two decades, 1994–2014. Melbourne: Melbourne Centre for the Study of Higher Education: The University of Melbourne.
   Google Scholar
• Black, F. M., & MacKenzie, B. J. (2008). Quality enhancement themes: The first year experience. Peer support in the first year. The Quality Assurance Agency for Higher Education. Retrieved from www.enhancementthemes.ac.uk
   Google Scholar
• Bowles, A., Fisher, R., McPhail, R., Rosenstreich, D., & Dobson, A. (2014). Staying the distance: Students’ perceptions of enablers of transition to higher education. Higher Education Research & Development, 33, 212–225. doi: 10.1080/07294360.2013.832157
   Web of Science ®Google Scholar
• Bray, L., & Nettleton, P. (2007). Assessor or mentor? Role confusion in professional education. Nurse Education Today, 27, 848–855. doi: 10.1016/j.nedt.2006.11.006
   PubMed Web of Science ®Google Scholar
• Bunney, D. (2017). Facilitating the transition to postgraduate studies: What can we learn from the first year experience? Journal of Academic Language & Learning, 11(1), A23–A38.
   Web of Science ®Google Scholar
• Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295–336). Mahwah, NJ: Lawrence Earlbaum Associates.
   Google Scholar
• Chin, W. W. (2010). How to write up and report PLS analyses. In V. V. Vinzi, W. W. Chin, J. Henseler, & H. Wang (Eds.), Handbook of partial least squares. Concepts, methods and application (pp. 655–690). Berlin: Springer.
   Google Scholar
• Christie, H. (2009). Emotional journeys: Young people and transitions to university. British Journal of Sociology of Education, 30, 123–136. doi: 10.1080/01425690802700123
   Web of Science ®Google Scholar
• Coughlan, J., & Swift, S. (2011). Student and tutor perceptions of learning and teaching on a first-year study skills module in a university computing department. Educational Studies, 37, 529–539. doi: 10.1080/03055698.2010.539698
   Web of Science ®Google Scholar
• Denson, N., Loveday, T., & Dalton, H. (2010). Student evaluation of courses: What predicts satisfaction? Higher Education Research & Development, 29, 339–356. doi: 10.1080/07294360903394466
   Web of Science ®Google Scholar
• De Vellis, R. F. (2003). Scale development. Theory and applications. Thousan Oaks, CA: Sage.
   Google Scholar
• Donche, V., De Maeyer, S., Coertjens, L., Van Daal, T., & Van Petegem, P. (2013). Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, 83, 238–251. doi: 10.1111/bjep.12016
   PubMed Web of Science ®Google Scholar
• Dresel, M., & Rindermann, H. (2011). Counseling university instructors based on student evaluations of their teaching effectiveness: A multilevel test of its effectiveness under consideration of bias and unfairness variables. Research in Higher Education, 52, 717–737. doi: 10.1007/s11162-011-9214-7
   Web of Science ®Google Scholar
• European Higher Education Area. (2017). European higher education area and bologna process. Retrieved from https://www.ehea.info
   Google Scholar
• Fowler, J. L., Gudmundsson, A. J., & O’Gorman, J. G. (2007). The relationship between mentee-mentor gender combination and the provision of distinct mentoring functions. Women in Management Review, 22(8), 666–681. doi: 10.1108/09649420710836335
   Google Scholar
• Grites, T. J. (2013). Developmental academic advising: A 40-year context. NACADA Journal, 33, 5–15. doi: 10.12930/NACADA-13-123
   Google Scholar
• Hair, J. F., Hult, G., Ringle, C., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks, CA: Sage.
   Google Scholar
• Harvey, L., Drew, S., & Smith, M. (2006). The first-year experience: A review of literature for the higher education academy. The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/first_year_experience_exec_summary.pdf
   Google Scholar
• Heathcote, E., & Taylor, P. G. (2007). The potential contribution of change management literature to understand and support student transition. Proceedings HERDSA 2007 enhancing higher education. Theory and Scholarship, Australia. Retrieved from http://eprints.qut.edu.au/10082/1/10082.pdf
   Google Scholar
• Johnston, W., & Kochanowska, R. (2009). Quality enhancement themes: The first year experience. Student expectations, experiences and reflections on the first year. The Quality Assurance Agency for Higher Education. Retrieved from https://www.enhancementthemes.ac.uk
   Google Scholar
• Larkin, K., Rowan, L., Garrick, B., & Beavis, C. (2016). Student perspectives on first year experience initiatives designed for pre-service teachers in their first weeks of university study. Journal of University Teaching & Learning Practice, 13(1), 1–14.
   Web of Science ®Google Scholar
• Lee, D., Olson, E. A., Locke, B., & Michelson, S. T. (2009). The effects of college counseling services on academic performance and retention. Journal of College Student Development, 50, 305–319. doi: 10.1353/csd.0.0071
   Web of Science ®Google Scholar
• Lucas, R., Santos, D. A., Pinheiro, A., Bianchini, T. M., & Luiz, E. (2014). Sociodemographic determinants of university students’ lifestyles. Revista de Salud Pública, 16, 382–393. doi: 10.15446/rsap.v16n3.33164
   Google Scholar
• Manzano, N., Cuadrado, A. M., Sánchez, M., Risquez, A., & Suárez, M. (2012). The role of mentor in higher education mentoring process. Educación XX1, 15, 93–118.
   Web of Science ®Google Scholar
• McMillan, W. (2013). Transition to university: The role played by emotion. European Journal of Dental Education, 17, 169–176. doi: 10.1111/eje.12026
   PubMed Web of Science ®Google Scholar
• Ortiz-Walters, R., Eddleston, K. A., & Simione, K. (2010). Satisfaction with mentoring relationships: Does gender identity matter? Career Development International, 15, 100–120. doi: 10.1108/13620431011040923
   Web of Science ®Google Scholar
• Pérez, J., & Martínez, M. (2015). Tutoría universitaria y servicios de orientación: Dos realidades en un mismo contexto. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18, 177–192. doi: 10.6018/reifop.18.2.219461
   Web of Science ®Google Scholar
• Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903. doi: 10.1037/0021-9010.88.5.879
   PubMed Web of Science ®Google Scholar
• Postareff, L., Mattsson, M., Lindblom-Ylänne, S., & Hailikari, T. (2017). The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university. Higher Education, 73, 441–457. doi: 10.1007/s10734-016-0096-7
   Web of Science ®Google Scholar
• Rhodes, J., Lowe, S. R., Litchfield, L., & Walsh-Samp, K. (2008). The role of gender in youth mentoring relationship formation and duration. Journal of Vocational Behavior, 72, 183–192. doi: 10.1016/j.jvb.2007.09.005
   Web of Science ®Google Scholar
• Richardson, J. T. E., Slater, J. B., & Wilson, J. (2007). The national student survey: Development, findings and implications. Studies in Higher Education, 32, 557–580. doi: 10.1080/03075070701573757
   Web of Science ®Google Scholar
• Ringle, C. M., Wende, S., & Becker, J. M. (2015). SmartPLS 3. Boenningstedt, SmartPLS GmbH. Retrieved from http://www.smartpls.com
   Google Scholar
• Severiens, S., & ten Dam, G. (2012). Leaving college: A gender comparison in male and female-dominated programs. Research in Higher Education, 53, 453–470. doi: 10.1007/s11162-011-9237-0
   Web of Science ®Google Scholar
• Smith-Jentsch, K. A., Scielzo, S. A., Yarbrough, C. S., & Rosopa, P. J. (2008). A comparison of face-to-face and electronic peer-mentoring: Interactions with mentor gender. Journal of Vocational Behavior, 72, 193–206. doi: 10.1016/j.jvb.2007.11.004
   Web of Science ®Google Scholar
• Teasley, M. L., & Buchanan, E. M. (2013). Capturing the student perspective: A new instrument for measuring advising satisfaction. NACADA Journal, 33(2), 4–15. doi: 10.12930/NACADA-12-132
   Google Scholar
• Turkich, K., Greive, S., & Cozens, P. (2014). “Riders on the storm”: A co-teaching mentor model to increase student satisfaction and retention. A practice report. The International Journal of the First Year in Higher Education, 5(1), 135–141. doi: 10.5204/intjfyhe.v5i1.184
   Google Scholar
• Ulriksen, L., Møller, L., & Tolstrup, H. (2017). The first-year experience of non-traditional students in Danish science and engineering university programmes. European Educational Research Journal, 16(1), 45–61. doi: 10.1177/1474904116678628
   Web of Science ®Google Scholar
• University of Granada Secretariat for Teaching Innovation. (2013). Retrieved from: http://innovaciondocente.ugr.es/
   Google Scholar
• Vieira, M. J. (2008). Guidelines for the evaluation of higher education student support and guidance systems: Revision and proposal. Revista de Educación, 345, 399–423.
   Google Scholar
• Wackerly, D. D., Mendenhall, W., & Scheaffer, R. L. (2008). Mathematical statistics with applications (7th ed.). Belmont: Cengage Learning.
   Google Scholar
• Webb, N., Cox, D., & Carthy, A. (2016). You’ve got a friend in me: The effect of peer mentoring on the first year experience for undergraduate students. Higher Education in Transformation Conference, Canada.
   Google Scholar
• Wilson, J. T., Gibbons, S. W., & Wofford, K. (2015). Process improvement: Addressing attrition from the uniformed services university of the health sciences nurse anesthesia program. American Association of Nurse Anesthetists, 83(5), 351–356.
   Google Scholar
• Yorke, M., & Longden, B. (2007). The first-year experience in higher education in the UK: Final report. York: The Higher Education Academy.
   Google Scholar