Focus on Accessible Information and Clear expectations:

*Develop the digital landing page that is institutional - linked to a implementation plan - includes videos and short clips that are digestible

*Implementation plan that articulates core information e.g. induction and transition which then is consistent but customised to meet programmes and cohorts- to build sense of belonging within cohorts

*Available all year round - supporting independence (and assisting late arrivals)

*Setting clear expectations and making information accessible

*Integrating it within the student's academic programme

Signposting content that student will engage with

* Making sure that induction was part of the study experience, rather than a bolt on experience

*Referenced by staff - so it is clear and embedded

* Need to measure success - look at number of hits - which information is accessed most / or survey to receive feedback

Consider a range of mechanisms to capture feedback - formal / informal

*Did the signposting work / did students link more easily

Universities need to implement a comprehensive digital accessibility policy, ensuring all online resources meet the highest standards of accessibility.

Universities should establish a dedicated accessibility hub to centralize resources and support for students with diverse needs

1

Overview of issue:

-          Focus on Welcome Week inductions, how to set realistic expectations about the University experience

-          Aiming intervention at mature student populations looking to address

o   Indication that current Welcome activities were not catering well to mature students and were focused on younger demographics

o   Challenges around mental health

o   Clashing deadlines and accessing support structures

Intervention:

1.      Identify specific needs of mature students and making this information widely accessible

a.      Survey current mature students to understand

                                                              i.      Time commitments that students can make, when is it easiest to engage

                                                            ii.      Is it childcare needs, supporting elderly family members

                                                          iii.      Digital skills/library services

b.     Review data for current cohorts and determine gaps and anticipated needs

2.      Once these needs have been identified, present a ‘package’ of available support online, during open days, and at touch points throughout the year

3.      Ongoing review process to create a feedback loop

a.      “Two ticks and a wish” – what are two things that have or have not worked, and what is one thing you would want as an additional option

b.     Help to avoid survey fatigue

c.      Initial touch point after 6-weeks, followed by a further touch point at start of summer term to track improvement and gather feedback