Activity-based Student Induction, Motivation, Performance and Professional Socialisation: a Case Study

1 Norrie S. Edward, The Robert Gordon University, School of Engineering, Aberdeen, [email protected] 2 June C. R.Middleton, The Robert Gordon University, Faculty of Science and Technology, Aberdeen, [email protected] Concern about high early attrition rates from of our engineering courses led to an innovative team, contextual induction process. We sought to introduce the students to the skills needed to survive the first year and alleviate their concerns about the demands of their course. Those with higher perceptions of the process and with strong identification with engineering were expected to perform better subsequently. We correlated measures of this commitment and “grade point scores” of entrants as a measure of ability with performance. Induction was well received by students. Neither their perceptions of the programme, their estimates of their gain in technical knowledge nor other measures, however, was significantly related with subsequent performance. These negative results have led us to concentrate on the academic and pastoral support systems. During induction students had a facilitator and used experts but were forced immediately into autonomous learning. Despite our findings we remain convinced that commitment to the profession will be motivational and that our induction can encourage this commitment.