I'll Be There for You: Generating Sustained Student Connectedness from the Beginning. A Practice Report
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| Title: | I'll Be There for You: Generating Sustained Student Connectedness from the Beginning. A Practice Report |
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| Language: | English |
| Authors: | James Wakefield, Simone Grabowski |
| Source: | Student Success. 2025 16(1):82-90. |
| Availability: | Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, School Orientation, Student Adjustment, Homogeneous Grouping, Peer Relationship, Cooperative Learning, Student Interests, Intervention, Social Environment, Social Psychology |
| ISSN: | 2205-0795 |
| Abstract: | This study examines the efficacy of a redesigned induction session to enhance and sustain student connectedness, addressing ongoing concerns relating to student isolation. We socially engineered the group formation process prior to students undertaking a group activity at undergraduate business induction sessions. The intention of the activity was for students to collaboratively problem-solve components of the university experience, learn where to seek information and develop connections with peers from day one of their university experience. Our analysis confirms that the social engineering of groups based on similar interests enabled students to establish more sustained peer connections compared with random assignment, and students are generally more satisfied with their induction. These findings have practical implications for universities, which are accepting and enrolling a greater variety of students as they aim to widen participation |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464364 |
| Database: | ERIC |
| Abstract: | This study examines the efficacy of a redesigned induction session to enhance and sustain student connectedness, addressing ongoing concerns relating to student isolation. We socially engineered the group formation process prior to students undertaking a group activity at undergraduate business induction sessions. The intention of the activity was for students to collaboratively problem-solve components of the university experience, learn where to seek information and develop connections with peers from day one of their university experience. Our analysis confirms that the social engineering of groups based on similar interests enabled students to establish more sustained peer connections compared with random assignment, and students are generally more satisfied with their induction. These findings have practical implications for universities, which are accepting and enrolling a greater variety of students as they aim to widen participation |
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| ISSN: | 2205-0795 |
