ABSTRACT
It seems vital to ensure that the students blend well into the UK education system and are equipped with the right skills to make the most of their time in the UK through effective and meaningful induction. Increasingly, attention is given to a wider context of transition from one academic context to another, seen more as a process than an induction event at the start of the programme. Shofi eld and Sackville ( 2006 ) view induction as having three parts: academic, social and administrative. Cook, Macintosh & Rushton ( 2006 ) propose ‘extended induction’, which is about ‘a longer assimilation of new students into the ways in which the institution operates’ (Cook et al., 2006 , p. 7). Similarly, Timpson ( 2008 ) recommends viewing induction as an extended process in which students are welcomed and allowed time to adapt.
