Extended Induction: Can the Introduction of Subject Specific Learning Communities Support New Students’ Social and Academic Integration in Higher Education?

The aim of this project was to examine whether if providing academic support and opportunities for social interaction to new students at the time of their transition to higher education would enhance student retention. Students, from two subject area, were invited to six lunchtime sessions during their first semester. The sessions involved both academic and social aspects. The project was evaluated through the use of questionnaires and focus groups. Response to questionnaires indicate that attendees at the sessions felt more valued than those that did not attend at that the sessions helped many of the attendees develop and extend their social contacts. Both these sociological phenomena have been positively correlated with the propensity of students to remain at University.