A cross-cutting theme of the four parts of this chapter is students working together with their programme team to understand the expectations and standards required for study. Firstly, Sutcliffe and Matheson describe the use of the Belonging Cube, which is deceptively simple in concept but a superb ice-breaker and networking tool. Cross discusses the value of writing for formative assessment as a critical element of the induction experience. The writing skills theme is then further developed, placing the focus on induction and skills support for international students. Huang and Orsini-Jones, writing with two of her students, both work with Chinese students transitioning to the UK for Master’s study. Huang’s action research project explores the experience of Chinese students who are grappling with the concept of critical thinking during an induction week activity. This enables her to make evidenced recommendations to support students in understanding the academic approach expected in the UK. Finally in this chapter, Orsini-Jones has the delightful example of students reading a skills text in both their own language and in English, to tackle the nuances of meaning and expectations of study.
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